Cincinnati Hills Christian Academy…Unleashing a passion to learn, to lead, to serve 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.
Mission Cincinnati Hills Christian Academy is a Christ-Centered, Non-Denominational, College Preparatory Academy that exists to prepare students intellectually and spiritually for success in higher education and to impact and influence the world according to their unique gifts and talents. This will be accomplished by l Creating an environment that encourages students, faculty, staff and families to develop and live out their relationship in Jesus Christ; l Developing a passion for lifelong learning that leads to thoughtful, effective service through excellent, intentional curriculum and extra-curricular offerings; l Empowering outstanding Christian faculty and staff to fully use their passions and expertise to create engaged critical thinkers; l Fostering an exceptional environment that develops students’ gifts and talents in the arts, athletics, leadership, and additional extra-curricular opportunities for God’s purposes; l Building an engaged school community – encompassing faculty, staff, students, families, alumni, and donors – that reinforces the school’s vision, mission, and core values.
Core Values: We Believe In Christ-Centeredness: ~ Following how Christ himself led, served, taught, loved, and lived; we strive to base all we do His word.
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Academic Excellence: ~ Reflecting we are an academy of learning, it is our primary, but not exclusive goal to prepare our students academically for college and beyond. The Whole Person: ~ Recognizing all are gifted by God in unique ways, we believe in developing all forms of those spiritual, intellectual, artistic and athletic gifts in each student to their fullest potential. Servant Leadership: ~ Believing in the power of servanthood, servant leadership will be taught, modeled and encouraged to all students, staff and parents so that all are equipped for the situations in life that God calls them to lead. Outreach/Service: ~ Modeling Christ in all we do, we will provide opportunity daily and through special events for students, staff, and parents to share Christ’s love through service and witness to others. Stewardship: ~ Acknowledging we are blessed in many ways, we as a school will model strong fiscal stewardship and will encourage, train and expect students, staff and parents to be wise and generous stewards over their time, talents, and money. 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 that reflect the socioeconomic and racial make-up of the community in which we live. A Vibrant Sense of Community: ~ Acting intentionally, we will foster a vibrant, connected culture of caring, fellowship and respect among students, staff and parents. Accountability: ~ Holding ourselves and each other to the highest standards of integrity, excellence and to constant measurable improvement. A Joyful Spirit: ~ Having an attitude of gratitude for God’s blessings that are lived out in every day smiles, laughter, and by celebrating demonstrated character and unique achievements. This results in a contagious joy that connects at the heart-level. (Board Approved May 2011)
"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 Š 2002 by Wm. B. Eerdmans Publishing Company
TABLE OF CONTENTS Graduation Requirements
1
Christian Studies
3
English / Language Arts
5
Mathematics
9
Science and Engineering
13
Social Studies
17
World Languages
21
Music Fine Arts
25
Visual Fine Arts
28
Health
30
Physical Education
31
Technology and Programming
33
Community Service Requirements
35
Individual Learning Opportunities at CHCA
37
College and University Acceptances
39
Courses listed are offered in the 2018-19 school year. Some courses are offered as enrollment and faculty availability permit. This is a living document and will change as new information and regulations are enacted. Course of Study prepared by: Kara Ussery, Director of Upper School Counseling Last updated 2/13/2018
" '...Of all the commandments, which is the most important?' " " 'The most important one,' answered Jesus, 'is this: Hear, O Israel, the Lord our God, the Lord is one. Love the Lord your God with all your heart and with all your soul and with all your mind and with all your strength. The second is this: Love your neighbor as yourself. There is no commandment greater than these.' " (New International Version, Mark 12. 28-31)
Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019
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incinnati 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 intercession 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 intercession term carries a .25 credit. Recommended credits exceed the State of Ohio requirements and minimum entrance requirements for most colleges and universities.
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To earn a CHCA diploma students must achieve the following 25 credits: English 3.5 Christian Studies .5 Physical Education2 1 Mathematics 1 Elective .5 Health Science .5 Fine Arts 1 Intercession3 Social Studies .5 Technology .5 Speech World Language
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CHCA recommends students achieve the following 28 credits English 3.5 Christian Studies .5 Physical Education Mathematics 1 Elective1 .5 Health Science .5 Fine Art 1 Intercession3 Social Studies .5 Technology .5 Speech World Language
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. 3 Four intercessions are completed. Each intercession is .25 credit and will take place during January or May terms on varying years.
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 Grade Scale: A = 90-100
B = 80-89
GPA Scale for academic courses: A = 4.0 B = 3.0
C = 70-79
D = 60-69
C = 2.0
D = 1.0
F = 59 & below
GPA Scale for Honors Level Courses (includes VT, Vertical Team, designated): A = 4.5 B = 3.5 C = 2.5 D = 1.0 GPA Scale for AP, Advanced Placement, Courses: A = 5.0 B = 4.0 C = 3.0
D = 1.0
GPA Scale for High Honors and Honors recognition: High Honors = 3.75 – 4.0 Honors = 3.5 – 3.749
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 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.
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 CHRISTIAN STUDIES Vision At the heart of our Christian faith is the belief that God is a personal God who reveals to humanity His nature, His redemptive purpose in history, and His love for all creation. Also central to our faith is the crucified and risen Jesus Christ and our belief that the “son of God became a man so that humanity could become children of God” (C.S. Lewis, Mere Christianity). It is our conviction that in understanding the incarnate God, we come to understand our own nature and purpose, for we are created in God’s image. Given these core convictions, the purpose of the Christian Studies curriculum is to create an environment in which we listen to God speak to us through the words of Scripture, encourage a love of learning and the exercise of reason, gain wisdom from the historic voices and traditions of the Church, and seek to understand our own human experience within this world. The goals of this curriculum are therefore to i) develop the student holistically; ii) allow students to articulate a distinctly Christian world view; and iii) encourage students to pursue excellence in order to engage God’s world. Standards What a CHCA student will know and be able to do in Christian Studies: l Explain God’s love for humanity and a desire for a relationship which yields a life lived in imitation and service to Christ l Explain God’s purpose in restoring humanity and creation into right relationship and humanity’s participation in building the Kingdom of God l Explain the role and value of Scripture, reason, tradition, and experience in theologically forming a Christian world view l Explain the nature of the triune God: God the Father, God the Son, and God the Holy Spirit l Explain the unique nature of Christ as fully divine and fully human l Explain the tools and steps in the responsible reading and interpretation of Scripture and its application to life l Explain the nature of humanity including as made in the image of God yet fallen l Explain God’s redemptive work through Christ for salvation l Explain the importance of spiritual formation through classic spiritual disciplines including prayer, meditation, fasting, study, simplicity, solitude, submission, service, confession, worship, guidance and celebration l Explain the relevance of Church history and historical theology in the formation of faith and appreciation for the diversity of God’s Kingdom l Explain the importance of applying a theologically formed Christian world view into ethics, service and every aspect of vocation and life. Sequence 9 Old & New Covenants
10 History of Christianity
11 Christian Thought & Spirituality
12 .5 Credit Christian Studies Course
Required for graduation: 3.5 Credit in Christian Studies Electives: Within the Senior Elective category exists course choice. Enrichments/Highlights: Possible trips to Israel and Japan, field trips include Hebrew Union College, Synagogue, In-school Seder, church visits, and Islamic Center visit.
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 CHRISTIAN STUDIES within a potentially unfriendly university environment.. .5 Credit
Old & New Covenants Students overview the Bible from Genesis through the four Gospel accounts, with special attention to God’s covenants with Israel and humanity. Objectives include becoming familiar with the content and background of the Bible, becoming acquainted with the ancient culture of Israel’s neighbors, especially Mesopotamia and Egypt; and hearing the voice of God through Scripture. Additionally, students develop their skill in critical thinking so that they might know what they know and know how they know it. 1 Credit
Israel in the World Students explore the dynamics of history, religions, and cultures of Israel. James Michener’s The Source forms the main text with the Bible and other sources as supplemental reading. Students see the struggles of history and religion throughout the past millennia which give insight into the complexity of the current Middle East crisis. Myths of the region are exposed as propagated by politicians and religionists in their battle for control of the region. Students appreciate how Christians must engage deeply in the world, avoiding mistakes and missteps of the past. Honors .5 Credit
History of Christianity Students continue study in Biblical history begun in the freshman year and take up the birth of the Christian Church in the book of Acts and its growth as seen in the epistles, then study the historical and theological development of Christianity to the present day. Course objectives include: understanding how the church made the transition from a persecuted minority to an empowered majority in the years from Constantine to the Middle Ages; studying the impact of the Reformation on Christianity; investigating the influence of the church on the art, literature, and architecture of Western Civilization; comprehending the effect of the Great Awakening on American Christianity; gaining an appreciation of the depth and diversity of God’s Kingdom in the present day. 1 Credit
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. .5 Credit
Christian Thought and Spirituality Students begin to think theologically about their faith. Students read and examine some of the great minds of Christianity, as they 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. 1 Credit
Faith in Contemporary Fiction and Film Students analyze literature and film as mediums wherein 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 thought-provoking questions. Students interpret these 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. .5 Credit
Resilient Faith What does it mean to seek Christ in the 21st century? Amidst the chaotic busyness of modern life and the cynical skepticism of a millennial generation, this course seeks to equip students with methods and knowledge that will foster spiritual growth and resilient faith. We will explore spiritual gifts and disciplines, both personally and corporately as a class. Additionally, we will seek to give a defense for faith in light of contemporary “hot button” issues, as well as prepare students to grow in their faith
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 ENGLISH LANGUAGE ARTS Vision As a result of a CHCA Language Arts education, students recognize language 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 learning through reading, study, and applying scriptural principles to these studies. Growing from these studies is an appreciation of the diversity of human experience, culture, and values and an ability to evaluate spoken, written, and media messages for truth. Students apply analytical skills in reading, thought, writing, study, and discussion to realize their unique, God-given gifts and their place in the world. Students pursue research with confidence using a familiarity with sources and their uses and applying the aid that technology brings to learning. Students engage competently in a variety of writing experiences, both academic and personal, demonstrating clarity, logic, persuasiveness, creativity, and accuracy in the use of Standard Edited American English. Articulate, even eloquent, language denotes a person whose ideas are worthy of consideration and respect, thus an education to raise up Christian leaders must provide for sound language arts training. CHCA students speak with confidence, fluency, and precision in a variety of situations as well as work cooperatively and responsively in groups demonstrating appropriate leadership and giving value to others’ work. Students receive academic challenge and support in pursuit of success in language arts. Standards What a CHCA student will know and be able to do in Language Arts: in Reading: l Demonstrate competence in the general skills and strategies of the reading process l Demonstrate familiarity with a variety of literary works of enduring quality and increasing complexity including the truth of Scripture and its influence on literary forms and themes l Demonstrate competence in applying reading strategies to learn from literature and specific types of informational and functional texts and digital sources. In Writing: l Demonstrate competence in the general skills and strategies of the writing process including narration, exposition and persuasion l Write with a command of the grammatical, mechanical and usage conventions of Standard Edited American English l Demonstrate competence in the stylistic and rhetorical aspects of writing l Gather and use information from a variety of print and digital sources for research purposes. In Speaking/Listening/Discussion: l Demonstrate competence in speaking, listening, and viewing as tools for learning l Participate effectively in a range of interactions to communicate and collaborate. Sequence 9 English 9 English 9 VT English 9 VT Western Studies
10 English 10 English 10 VT
11 English 11 English 11 VT English 11 VT Heritage Studies AP English 11 Language and Composition
12 English 12 English 12 Honors AP English 12 Literature and Composition
Required for graduation 4 Credit in English plus .5 Speech Credit. Electives:
Creative Writing
Journalism/Yearbook
Enrichments/Highlights: The Talon – student newspaper
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The Story behind the Book
Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019
ENGLISH
English 9 English 9 sets the foundation for high school English courses as students explore literature from a variety of cultures, time periods, and genres to develop comprehension and analytical skills. Theological integration will occur during 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 research, learning to examine sources critically and use them to strengthen their arguments. Students study vocabulary from classical roots and within the context of literature and practice skills for success on the ACT Aspire and PSAT. Summer reading forms the basis for graded work 1 Credit
their relation to theological integration. Students produce in a variety of rhetorical modes to analyze, evaluate and synthesize information, defend conclusions and present individual findings. Students produce both expressive and academic prose. Theological integration will occur during the analysis of literary themes. Research and written work adhere to MLA style, and students must learn to use and include electronic sources in their research Units of study are presented in an engaging multisensory manner. Students master skills for success on the ACT Aspire Early High School test and PSAT. Summer reading forms the basis of graded work. Double period. Honors 2 Credits
English 9 VT English VT, where Vertical Team refers to the College Board Advanced Placement skills preparation, focuses on skill development in literary analysis and writing for academic purpose. Students identify tone, figures of speech, rhetorical devices and modes then analyze their impact on theme. Students master skills for success on the ACT Aspire: Early High School test and PSAT. Students study vocabulary from classical roots and within the context of literature. Rhetorical modes of exposition, narration, persuasion, and analysis allow students to respond to prompts to produce both expressive and academic prose. Literature of all genres develops students’ comprehension and analytical skills. Theological integration will occur during the analysis of literary themes. Students explore various cultures yet the focus of diverse voices in literature is in African-American literature. Summer reading forms the basis of graded work. Honors 1 Credit
English 10 Students master the defining features of a range of genres and write to express opinion and analysis of literature. Expectations increase for student writing to demonstrate competence in writing modes and conventions of Standard Edited American English. Expectations increase for student writing to demonstrate competence in writing modes and convention increase for student writing to demonstrate competence in writing modes and conventions of Standard Edited American English. Expectations include higher performance levels in sentence structures and precise diction. Students continue study of vocabulary from Classical Roots and in the context of literature. In addition to essays and short, cited papers, students produce a research paper. Research uses print and online full text databases aid student projects. Theological integration will occur during the analysis of literary themes. The focus of diverse voices in literature is in Latino literature. Students master skills for success on the PSAT. Summer reading forms the basis of graded work. 1 Credit
English 9 VT Western Studies Students study Western Civilization and Western Literature to meet both English and Social Studies requirements for grade nine. Students study patterns of continuity and change and the cause and effect nature of historical events primarily from a European perspective. The study begins with formation of democracy in ancient Greece and Rome to the latter part of the twentieth century as students examine literature, culture, politics, economics, and religious systems. The course focuses on historical documents, key events and
English 10 VT English VT, where Vertical Team refers to the College Board Advanced Placement skills preparation, focuses on skill development in literary analysis and writing for academic purpose. Theological integration will occur during the analysis of literary themes. Students identify tone, mood, figures of speech, rhetorical devices and modes then analyze their impact on theme. Prose, poetry, and drama challenge capable students to extend their ability to discuss, research, and write about varied
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 heritage to acknowledge American’s imperfections and honor her greatness. Students examine the origin and development of American experiences in the study of literature, culture, politics, economics, and religious systems. Theological integration will occur during the analysis of literary themes. Study focuses on historical documents, key individuals and events and their relation to theological integration. Students produce in a variety of rhetorical modes to analyze and synthesize information, defend conclusions, and present findings showing a high level of performance in Standard Edited American English. Research and written work adhere to MLA style. Units of study are presented in an engaging multisensory manner. Summer reading forms the basis of graded work. Double period. English & Social Studies credits.
texts. Students work independently and collaboratively using texts of literary merit, electronic secondary sources, and MLA citation format to produce varied written assignments. Students work to increase vocabulary and examine ideas in light of critical thinking skills. In-class public speaking in the form of debate and argumentation forms a basis for speech and presentation skills. The focus of diverse voices in literature is in Latino literature. Students master skills for success on the PSAT. Summer reading forms the basis of graded work. Honors 1 Credit English 11 Students continue progress in reading challenging texts with an emphasis on American literature. Students place literature in historical context, understand defining features of major literary movements and genres, analyze theme by focusing on evidence. Theological integration will occur during the analysis of literary themes. The focus of diverse voices in literature is in Native American literature. Students write with increased mastery over mechanics/usage and rhetorical forms such as: critical, persuasive, and personal essays. Students write responding to prompts, produce MLA-style research papers, apply research skills to writing and speaking tasks, and engage in discussions. Vocabulary study continues from context and a separate text. Summer reading forms the basis of graded work. 1 Credit
Honors 2 Credits AP English 11 Language and Composition Students prepare for AP English Language & Composition Exam of the College Board by learning how to read closely, write effectively, and argue persuasively both across the curriculum and in personal contexts. This course is suited to students 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. The class marries the goals of the AP Language and Composition curriculum with our school’s junior year emphasis on American Literature with some emphasis on African-American and Native-American texts/voices in particular. Theological integration will occur during the analysis of literary themes. Students read and analyze both nonfiction and fiction in order to understand better how an author’s rhetorical choices shape a text. Fiction texts provide a context for issues-oriented discussion and research-based persuasive writing. In preparation for the researched argument paper and the synthesis essay, students learn to read and evaluate primary and secondary sources, to synthesize material, and to write material using MLA conventions. Students produce abundant academic writing. Summer reading forms the basis of graded work. AP Weight 1 Credit
English 11 VT Students receive challenge beyond English 11. Students 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 will occur 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 SAT I are embedded throughout units of study. Summer reading forms the basis of graded work. Honors 1 Credit
English 12 Students examine principally British Literature and prepare for the challenges of college writing with preparations in literary analysis, critical thinking, and research. Studies from diverse voices focus on Asian-American literature. Students build upon grammar and usage skills and continue to study vocabulary in literary context. Theological integration will occur during the analysis of literary themes. Students place works in historical context and grow in their understanding of literary forms such as the epic, satire, persuasion, and poetic forms with an emphasis on
English 11 VT Heritage Studies Students study American Literature and History to meet the English and Social Studies requirements for grade eleven. Students study the cultural and ethnic diversity of our rich
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 and academic vocabulary acquisition, including the rules of Standard American English grammar, mechanics, and usage. The course serves to create an English language foundation for ELL students entering the CHCA community at any level and supports adaptation into non-ELL English classes the following year. 1 Credit
biblical principles. Students demonstrate leadership in discussions and classroom presentations. Students produce a Literary Research Paper, and summer reading forms the basis of graded work. 1 Credit English 12 Honors This course provides challenge and rigor beyond English 12. Students examine principally British Literature, as well as one Asian-American voice, a world masterpiece, and study poetry in depth. Students prepare for the challenges of college writing using literary analysis, critical thinking, and the research method. Students place works in historical context and grow in their understanding of literary forms such as the epic, satire, drama, persuasion, and poetic forms. Theological integration will occur during analysis of literary themes. Students produce a Literary Research Paper and summer reading forms the basis of graded work. Honors 1 Credit
Speech Students develop confidence in oral communication. Students gather, analyze, and express ideas for formal speeches, to explain, persuade, demonstrate and motivate and present in less formal presentations and discussions. Students build self-confidence before groups, understand strategies that give speakers control and confidence. Students learn speech writing techniques, research techniques, and support one another during this time of growth. .5 Credit Creative Writing Students spend a semester exploring the field of creative writing. Students receive instruction that emphasizes the creative process and experimentation with elements of a variety of rhetorical modes. Growing as a writer, taking risks into new forms, and revising are all encouraged. By course end students will have assembled a portfolio of original stories, poems essays and other pieces. .5 Credit
AP English 12 Literature and Composition This course challenges the most capable student to master skills necessary for success on the A.P English Literature & Composition Exam of the College Board. The study, organized around thematic issues, genres, historical movements, or literary devices, spans literature from classic to contemporary pieces of literary merit. Literature focus includes World, British, Asian-American, and in-depth poetry studies. Students write for academic purpose and to grasp both technical devices and thematic issues, discuss interpretive issues, and use research methods and MLA format. Theological integration will occur during the analysis of literary themes. The course promotes mastery of a mature writing style including a strong voice, few or no significant errors in conventions of writing and ability to use figurative language to personal purpose. Student writing meets a standard that requires apt and specific reference to text and shows fluency, insight, and eloquence. Particularly relevant to college bound students is further work in the research method and aligned skills for the SAT II Literature and Writing tests. Summer reading forms the basis of graded work. AP Weighting 1 Credit
Journalism Journalism introduces students to reporting, news writing, copyediting, layout and design, and media publication. Students produce two publications: the yearbook and newspaper. Topics include history of journalism in America and its presence in the 21st century including the role of media in life and culture. Students produce writing for informational, critical, editorial, interview, and blog purposes. Students integrate technology in the journalist process for the online newspaper. To produce the yearbook students compose, edit, and design layouts using specific software. 1 Elective Credit The Story Behind the Book: Historical, Sociological, and Psychological Analysis of Literary Work In this course, students will examine the political, sociocultural, and historical contexts of various literary works. Students will utilize other forms of art and media, such as plays and film, in the critique of particular books. Students will examine the interaction between film and literary text, and the qualities of each. Some of the written work analyzed may include works such as Forrest Gump by Winston Groom. .5 Elective Credit
English Language Learners This course is open only to students who seek to gain fluency in English and adapt to the school expectations for reading, writing, and speaking English. ELL is an adapted version of English 9 for those international students for whom English is not their native language. It focuses on essential curriculum concepts of reading comprehension including full-length novels, adapted writing instruction,
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 MATHEMATICS Vision Mathematics is one tool by which we better understand God’s precise, orderly, and sometimes mysterious creation. As a result of a CHCA mathematics education, students will value mathematics and develop proficiency in the use of mathematics. Proficiency in mathematics learning refers to conceptual understanding, procedural fluency, strategic competence, and adaptive reasoning. [Adding it Up, National Research Council, 2001] Students experience instruction based on Standards for Mathematical Practice. [http://www.corestandards.org/the-standards/mathematics] Students express an understanding of concepts using a variety of methods and media. Developmentally appropriate instruction challenges and supports students. Standards What a CHCA student will know and be able to do in Mathematics in courses Algebra I and beyond: Know and apply the concepts of l Number and Quantity l Algebra l Functions l Geometry l Statistics and Probability l Modeling. Standards of Mathematical Practice K-12: l Be mathematical problem solvers l Reason and construct mathematical arguments l Communicate mathematically l See connections within mathematics and to other subject areas l Look for and make use of structure and patterns. Theological Integration: l See God’s orderliness and mystery reflected in mathematics. Sequence follows recommended order of courses With the recommendation of the math teacher, there is flexibility in the sequences except the prerequisite of precalculus VT prior to AP Calculus AB College Preparatory Algebra I Geometry Algebra II Pre-calculus Accounting/Finance or Statistics
Honors Algebra I (grades 7 or 8) Geometry VT / Honors (grade 8 or 9) Algebra II Honors Pre-Calculus Honors Calculus Honors or Statistics or Accounting/Finance or AP Statistics
Accelerated Algebra I (grades 7 or 8) Geometry VT / Honors (grade 8 or 9) Algebra II VT Pre-Calculus VT AP Calculus AB or BC or AP Stats or Accounting/Finance Multivariable Calculus
Required math credits for graduation: 4 courses that must include Algebra II. Credits toward the required number for graduation are counted beginning with Algebra I customarily taken at grade 7, 8, or 9. Algebra I and Geometry if taken at grades 7 and/or 8 are counted on the upper school 9-12 transcript as pass/fail. Elective courses in math:
Electives are courses beyond the sequence Alg. I, Geometry, Alg. II plus one additional to make the 4 credits required for graduation.
Enrichments/Highlights: All math courses provide grade-level appropriate preparation for the PSAT, SAT, and ACT. Each course also incorporates real world applications through the use of graphing calculators, Geogebra, 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.
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 MATHEMATICS Math 7 In Math 7, students will 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 will 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 will use these equations to solve problems including those involving the area/circumference of a circle and surface area/volume of three-dimensional objects. Students will also build on their previous work with data and investigate probability models. (prereq. Teacher recommendation) No high school credit
examples and opportunities for practice and is wellsuited to a student who plans to pursue college studies requiring a calculus-based course in college majors such as pre-med or business.(prereq. PreAlgebra) 1 Credit Algebra I Algebra I is a foundational course for future mathematics and science courses. This course explores topics using a function approach and seeks to make connections between symbolic and graphical representations. Topics include: solving linear equalities, inequalities, and systems; solving quadratic equations and inequalities; simplifying polynomial, rational, and exponential expressions and working with their equations and graphs. (prereq. pre-alg) 1 Credit
PreAlgebra In Pre-Algebra, students will analyze geometric figures using distance, angle, congruence, and similarity. They will complete their work on volume by solving problems involving cones, cylinders, and spheres; build on their previous study of number, and learn more about concepts of probability. Students will develop an understanding of functions and use functions to describe quantitative relationships. They will use linear equations and systems of linear equations to represent, analyze, and solve a variety of problems. (prereq. Math 7 or teacher approval)
Geometry Students explore plane figures and their properties 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. (prereq. alg I) 1 Credit
No high school credit
Geometry VT/Honors In Geometry VT/Honors students pursue higher intellectual engagement through challenging and academically rigorous explorations. Included are the same topics as Geometry providing opportunities for discovery and proof of conjectures. Students discover the need for clear, concise forms of communication to prove mathematical conjectures. (prereq. alg I) 1 Credit
Algebra I - 7
Algebra I-7 is designed to pursue higher intellectual engagement through challenging and academically rigorous explorations. This course includes the same topics as Algebra I and extends the scope of those topics. This extension is accomplished through critical analysis of the complex relationship between concepts and theoretical examination of topics. This is well suited to students who enjoy the abstract nature of mathematics. (prereq. Pre-Algebra) 1 Credit
Algebra II Algebra II is a study of functions through algebraic and graphical approaches. This course encompasses the following topics: applications of linear functions; quadratic and polynomial functions; rational expressions; logarithms and exponents; trigonometry; conic sections; matrices; transformations of functions. Students use graphing technology to discover relationships between symbolic and graphical representations. (prereq. alg I & geometry) 1 Credit
Algebra I - 8
Algebra I-8 is designed to pursue higher intellectual engagement through challenging and academically rigorous explorations. This course includes the same topics as Algebra I and extends the scope of those topics. This extension is accomplished through critical analysis of the complex relationship between concepts and theoretical examination of topics. This course is well-suited to the above-average math student who benefits from more
Algebra II Honors Algebra II Honors is designed for students to pursue intellectual engagement through challenging and academically rigorous explorations. This course includes the same topics as Algebra II and extends the scope of those topics using critical analysis of the complex relationship
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 is ideally suited to students interested in non-mathematics intensive college majors. Topics include: exploring data by observing patterns and departures; determining what and how to measure; anticipating patterns by introducing probability and simulations; and statistical inference. (prereq. alg. II or pre-calc) 1 Credit
between concepts and topics. This course is well-suited to the above-average math student who benefits from more Examples and opportunities for practice than the VT course and is well-suited to a student who plans to pursue college studies requiring a calculus-based course in college majors such as pre-med or business. (prereq..alg I & geometry) 1 Credit Algebra II VT Algebra II VT Is designed to pursue higher intellectual engagement through challenging and academically rigorous explorations. This course includes the same topics as Algebra II and extends the scope of those topics. This extension is accomplished through critical analysis of the complex relationship between concepts and theoretical examination of topics. This is well suited to students who enjoy the abstract nature of mathematics. (prereq. alg I & geometry) 1 Credit
AP Statistics AP Statistics provides college level work in statistics, providing the equivalent of one semester of non-calculus based statistics. Topics include: exploring data: observing patterns and departures from patterns, planning a study; deciding what and how to measure, anticipating patterns in advance; introducing probability, simulation, and statistical inference; confirming models. Students explore and analyze data through the use of technology and various software. Students take the A.P. Statistics Exam in the spring. (prereq. alg II Honors) 1 Credit
Pre-Calculus
Pre-Calculus lays the foundation for the study of calculus. A calculator-based graphing approach is used to explore functions. Using graphs, students find characteristics of graphs such as extrema, domain, range, and limits of the function. Students graph using transformations. Properties of exponential, logarithmic, rational, and trigonometric functions are specifically studied. Students explore problems numerically, algebraically, and graphically. (prereq. Geometry, Alg II) 1 Credit
Pre-Calculus VT Pre-Calculus VT is designed to pursue higher intellectual engagement through challenging and academically rigorous explorations. This course includes the same topics as PreCalculus and extends the scope of those topics through critical analysis and theoretical examination of relationships between concepts. Students use technology to examine applications to physics and other real life situations. (prereq. geometry, alg. II) 1 Credit
Pre-Calculus Honors Pre-Calculus lays the foundation for the study of calculus. A calculator-based graphing approach is used to explore functions. Using graphs, students find characteristics of graphs such as extrema, domain, range, and limits of the function. Students graph using transformations. Properties of exponential, logarithmic, rational, and trigonometric functions are specifically studied. Students explore problems numerically, algebraically, and graphically. The study includes applications of matrices, parametric equations, and polar coordinates. (prereq. geometry, alg II) 1 Credit
Accounting Accounting is designed to introduce the principles and methods of accounting; to emphasize an understanding of the underlying basic procedures to set up and operate a small business accounting system, to learn the skills necessary for the handling of the financial records of a small business; to introduce the student to automated data processing and its applications to accounting; to learn the necessary skills for the preparation of a federal tax return for a small business. (prereq. Algebra II) .5 Credits Finance Finance is designed to provide the students with a practical understanding of the time value of money as it applies to interest rates, annuities, stocks, bonds and insurance. Studenst will be able to solve all types of interest rate problems including simple interest, compound interest and continuous interest and be able to solve for every variable (rate, time, payment, present value, future value).
Statistics In this year-long introduction to statistics, students explore and analyze data through technological methods and predict patterns in data through the use of probability modeling and simulation. Students work cooperatively and independently to understand statistical inferences. This project-based course is designed for students interested in exploring other branches of mathematics and
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 AP Calculus BC This year-long course provides college level work in calculus approximating at least one college semester and challenges the most capable students to master skills necessary for success on the AP Calculus BC exam of the College Board. In addition to the skills presented in AP Calculus AB, students in BC Calculus explore polynomial approximations and series. Students use technology to explore concepts, confirm results, and produce models. (prereq. pre-calc VT) 1 Credit
The student will also be able to solve for every variable in an annuity and understand how to obtain and use financial ratios. (prereq. Algebra II) .5 Credits Calculus Honors Calculus is designed to prepare students for success in a college Calculus course. This course focuses on the concepts of limits, derivatives, and integrals and the relationships between the concepts. Students work with concrete examples and hands-on explorations to understand the methods and applications of each concept. Students use technology to explore concepts, confirm results, and produce models. (prereq. pre-calc honors)
Multivariable Calculus The focus of Multivariable Calculus will be on functions of two and three variables. Students will use calculus to analyze the geometry of curves and surfaces in threedimensional space. Topics covered will include: Parametric equations and polar coordinates. Vectors in 2- and 3dimensional Euclidean spaces. Partial derivatives. Multiple integrals. Vector Calculus. Theorems of Green, Gauss, and Stokes. (prereq. BC Calculus) 1 Credit
1 Credit AP Calculus AB AP Calculus AB provides the equivalent of one semester of college calculus. Course topics include the concept of limits, derivatives, integrals, and the relationship between each concept. Students use technology to explore concepts, confirm results, and produce models. Precise communication of mathematical ideas both in written and oral form is a focus of the course. (prereq. success in pre-calc & alg II) 1 Credit
Problem Solving & Adv Math with Technology This class is designed as a high level math and problem solving class. We will be solving problems from ProjectEuler.net (see website for examples). Students will work in small groups to solve these problems, which often involve pattern recognition and algorithmic thinking. Students will learn set theory, basic programming skills, and various problem solving techniques. Project Euler is a series of challenging mathematical/computer programming problems that will require more than just mathematical insights to solve. Although mathematics will help you arrive at elegant and efficient methods, the use of a computer and programming skills will be required to solve most problems. It’s designed to be a semester class that students can take more than once (the problems are different every time and returning students will mentor new students). Pre-requisite is completion of Algebra II. Counts either as technology or math elective. 1 semester .5 Credit
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 SCIENCE and ENGINEERING Vision Science is a method of inquiry founded upon the order of the natural world and the design of its Creator, and in addition, science is an ongoing process that is limited as an investigative tool. Students become responsible, independent, questioning, creative, and organized learners moving from curiosity to familiarity, then mastery of scientific skills, processes, concepts, and theories. Students explore the various disciplines of science through an organized progression of class presentations, hands-on activities, and laboratory investigations that emphasize scientific processes and develop critical thinking skills. Students recognize that science integrates with mathematics, technology, written language, consumer and career interests. Resulting from scientific knowledge, students come to acknowledge personal responsibility as stewards to care for humanity and conserve resources for the glory of God. Standards What a CHCA student will know and be able to do in Science: Scientific Inquiry and Application l Observe and identify questions that can be investigated about the natural world l Generate and evaluate scientific evidence and explanations using the scientific method, models, mathematics, and appropriate technology l Distinguish scientific evidence from opinion and exhibit critical thought to distinguish between fact, myth, and theory l Understand the nature and development of scientific knowledge l Participate productively in scientific practices and discourse l Practice safe and appropriate use of scientific instruments, materials, equipment, and procedures In Physical, Life, Earth and Space Science l Exhibit knowledge of the historical development in science l Understand the unifying concepts and processes of science: systems, organization, rules of evidence, models, explanations, measurement, change, equilibrium, and structure-function relationships l Identify questions and apply skills, concepts and processes to construct further knowledge and understanding using inquiry-based investigations In Theological Integration l Recognize that science plays a profound role in personal and social perspectives relating to natural resources, environmental quality, health, hazards, and global challenges utilizing the biblical directive to be good stewards from a scientific and Christian perspective l Recognize that science is a human endeavor where people interpret scientific knowledge and ethical conduct based on historical context and their personal faith and beliefs l Understand God’s revelation in such verses as: “Ever since the creation of the world His invisible nature, namely, His eternal power and deity, has been clearly perceived in the things that have been made.” [Rom 1:19-20] As well: Gen.1,2; Job 38-41; Psalm 19:1-6; Psalm 24:1-2. Sequence 9 Biology Biology VT
10 Chemistry Chemistry VT Engineer Your World
11 Physics Physics Honors AP Physics 1 AP Biology AP Chemistry AP Environmental Science Environmental Science I/II Anatomy and Physiology Organic Chemistry Honors I/II Engineer Your World Plant Biology
12 AP Physics 2 AP Biology AP Chemistry AP Environmental Science Environmental Science I/II Anatomy and Physiology Organic Chemistry Honors I/II Engineer Your World Plant Biology
Required for graduation: 3 Credit in science: one course from each of the following: Biology or Biology VT; Chemistry or Chemistry VT; Physics or Physics Honors Recommended 4 Credit in Science. Electives Courses following the 3 credits in science required as listed above. Science Enrichments/Highlights: Data collection and 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,.
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 SCIENCE and ENGINEERING 7th Grade Life Science Seventh Grade Life Science is a problem-based inquiry course designed to study issues in life science. In Studying People Scientifically, 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. All topics integrate the concept of God as Creator and Sustainer of all living things on Earth. No High School Credit
the nature and methods of science. Major emphases include genetics, cell biology, development, systematics, behavior, and immunology. 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. 1 Credit AP Biology Students cover material equivalent to freshman college Biology. Students prepare for the Advanced Placement Exam in Biology; therefore classes meet some double periods. Laboratories are crucial to each unit of study. The AP Biology Framework is organized around four Big Ideas, foundational principles and the essential understandings that arise. This develops in students advanced inquiry and reasoning skills: designing a plan for collecting and analyzing data, applying mathematical routines, and connecting concepts across domains. Emphasis is on science practices. (prereq. bio VT and chem. VT) 1 Credit
8th Grade Science Eighth grade science involves an issue-oriented approach to help students connect with and understand the everyday relevance of science. Relevant issues provide a framework for student work and reflection. Students learn how to apply scientific ideas and processes as they make evidencebased decisions about practical issues. Concepts are introduced through student exploration and are enhanced by inquiry activities that build on students' prior knowledge and initial ideas. Student knowledge is advanced and reinforced through collaborative dialogue and analysis. No High School Credit
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. (prereq. alg.I) 1 Credit
Biology Students are introduced to basic biological principles and life processes. Students investigate living organisms from the simplest to the most complex forms of life 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 time lines; food webs; zoology and body systems in detailed dissection of pigs, frogs, sampling of in/vertebrates. 1 Credit
Chemistry VT Students admitted with teacher recommendation and math placement. Topics parallel Chemistry; increased depth and breadth particularly in molecular structure and bonding, nomenclature, stoichiometry, gases acid/base and nuclear chemistry. Approach is through guided inquiry, explorative research, and cooperative learning. (prereq. or concurrent with alg. II VT/Hon) 1 Credit
Biology VT Students admitted using teacher recommendation and evidence of strong reading skills. Course 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
AP Chemistry Advanced Placement Chemistry is equivalent to a first year college chemistry program. It is designed to prepare students for the Advanced Placement Exam in Chemistry.
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 Plant Biology This one semester course will provide a broad, integrated overview of plant biology including economic and environmental aspects. The general areas covered are: (1) Plant diversity - the basic biology and evolution of the bacteria, fungi, algae, plantimals, bryophytes and vascular plants. In addition, special aspects such as their environmental impacts, toxicology and molecular evolution will be covered. (2) Structure, function and development from the cell-molecular level to the whole organism. Photosynthesis, internal transport, hormones, environmental controls, molecular biology, genetic engineering and biotechnology will be included. (3) Ecology, adaptations to their environment, plant-animal interactions, ethnobotany, plant medicinals, biomes, biogeography and evolution. (Prereq. biology and/or concurrent with chemistry) .5 Credit
Topics include atomic structure, intermolecular forces and bonding, chemical reactions, kinetics, thermodynamics, and equilibrium. Students take the AP Chemistry Exam. (prereq. chem. VT.) 1 Credit Environmental Science 1 (Introduction to Aquaponics) Students explore sustainable agriculture through theory, design, and application of aquaponics. Lecture, classroom discussion, engineering design, system fabrication, and system operation and monitoring give students varied learning contexts, with an emphasis on application and experiential activities. Aquaponics topics include botany, fish biology, microbiology, fluid dynamics, and water chemistry. Students explore scientific, political, and ethical issues related to sustainable agriculture in contemporary society. Students reflect on their role as Christians in addressing issues associated with access to food resources. This course suits students seeking to apply scientific knowledge from previous coursework to address a contemporary global crisis. (prereq. biology & chemistry) .5 Credit
Organic Chemistry I & II Honors These two sequential semesters serve as a survey course of college level organic chemistry. Students may choose to take the first semester, Organic Chemistry I, as a brief introduction to organic chemistry or enroll in both semesters for increased breadth of content. By the end of the Organic Chemistry II topics include: organic nomenclature, isomerism, reaction mechanisms, reactions, structure determination, and synthesis. The goal is to provide a solid foundation to introductory organic chemistry which would facilitate a smooth transition to organic chemistry in the sophomore year of college. (prereq. chem VT) .5 Credit/sem
Environmental Science II (Urban & Sustainable Agriculture) Students explore sustainable agriculture through theory, design, and application of aquaponics. Lecture, classroom discussion, engineering design, system fabrication, and system operation and monitoring give students varied learning contexts, with an emphasis on application and experiential activities. Aquaponic system topics include daily operation, trouble-shooting, crop selection, and crop and fish harvesting. Food systems topics include historical global agriculture, contemporary industrial agriculture, and sustainable and urban agriculture. Students participate in food and agriculture-related service activities with local agencies/ministries. Emphasis is placed on scientific, political, and ethical issues related with the role of sustainable agriculture in contemporary urban society. Students reflect on their role as Christians in addressing issues associated with access to food resources, particularly in urban settings. This course suits students seeking to apply scientific knowledge from previous coursework to address a contemporary global crisis. (prereq. biology & chemistry) .5 Credit
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. Physics focuses on conceptual understanding, qualitative questions, and algebraic problems, using real world analogies and clear explanations. Course includes real world analogies and clear explanations, focusing on qualitative questions and algebraic problems. Physics or Honors Physics is required of all students to graduate. (prereq. concurrent with algebra II). 1 Credit
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 environmental problems to evaluate the ecological and human health risks associated with these problems and the solutions for resolving or preventing them. Laboratory and/or field investigations are included. Students' roles as Christian Leaders will integrate with their studies. (prereq. bio VT, chem. VT, physics VT) 1 Credit
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, the study of the universe and emphasizes physical tools and their mathematical integration. (prereq. concurrent with pre-calc) 1 Credit
Anatomy & Physiology Students engage in comprehensive study of each of the body systems in human anatomy/physiology. Topics include: organization of the body; systems that cover and support the body; systems that control communication; systems that transport and protect; metabolic processing systems; and cycle of life. This course prepares students for pursuing careers in allied health fields and other diverse disciplines such as physical education, art, psychology, or anthropology. Students study the structure and function of the human body using prior knowledge from courses in biology and chemistry. (prereq. bio and chem) 1 Credit
AP Physics 1 First in a two-year course sequence for algebra-based AP Physics, that 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. (prereq. or concurrent with pre-calc VT) 1 Credit
Engineer Your World This full year elective course engages students in authentic engineering practices in a project-based environment. It teaches important engineering skills such as creativity and innovation, critical thinking and problem solving, communication and collaboration. Through solving authentic problems, students will explore engineering fields and professions, including Chemical, Civil, Mechanical and Electrical/Software engineering. Topics include: addressing customer needs through design, designing with data, reverse engineering, programming, and systems engineering. (co-requisite alg II Honors/VT) 1 Credit
AP Physics 2 AP Physics 2 is second in the two-year course sequence equivalent to second semester college introductory physics. Topics include thermodynamics; fluid statics/dynamics; electrostatics; DC and RC circuits; electro/magnetic 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. (prereq. AP Physics 1 and pre-calc VT) 1 Credit AP Environmental Science The course includes topics: earth systems and resources; the living world; population; land and water use; energy resources and consumption; pollution; and global change. Students explore the scientific principles, concepts and methodologies required to understand the interrelationships of the natural world and draws upon various scientific disciplines. Students analyze and interpret information and experimental data including mathematical calculations. Students identify and analyze
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 SOCIAL STUDIES Students acquire an awareness and understanding of the world, its people, and its history and investigate ways the past may influence the present. Within the diverse range of Christian perspective, students explore patterns of human and environmental interaction through history, geography, government, and economics, aware of the interconnectedness of these disciplines. Just as Luke recognized the importance of firsthand accounts in understanding historical events: Luke 1:1-2, “Many people have done their best to write a report of things that have taken place from the beginning,” so too, student learning in the social studies focuses on primary and secondary sources. Technology surrounds students and aids all facets of the learning and presentation process. Students apply Christian principles to examine past and present, local, state, national, and global events, and relationships between these events. Students develop an appreciation for a personal heritage and cultural differences as they evaluate their role and responsibility in God’s creation. Students grow in their ability as Christian citizens to bring reasoned decision-making to a culturally diverse, democratic society, and to a fallen world. Standards What a CHCA student will know and be able to do in Social Studies: In History: l Develop increasingly precise concepts of time: past, present, and future l Locate, research, analyze, and interpret both primary and secondary sources to draw conclusions l Identify characteristics of civilizations including cities, central governments, religion, job specialization, social classes, arts, public works, and a writing system l Demonstrate knowledge of the significant persons and events of history including characteristics of historical periods l Apply patterns of continuity, irregularity, and attributed or possible purpose in historical events to an understanding of history l Identify and analyze causes and catalysts of change l Identify and apply ways peoples and institutions value cultural diversity l Develop a historical perspective and awareness of bias. In Government l Recognize the need for government as comparing to rules of behavior to establish order in families, classrooms, and organizations l Trace the historical development and structure of the United States Constitution, the division of roles in the federal system, the political processes of the United States government l Identify and apply the roles, rights, and responsibilities of US citizenship in various contexts. l Locate areas of citizen participation in government l Recognize different government systems of the world. In Economics: l Understand economic concepts of scarcity and opportunity cost, price, supply and demand, unemployment and income, savings, investment, and interest rates l Achieve financial literacy so the individual can use knowledge and skills to manage limited financial resources for lifetime financial security l Exercise economic decision making as the student is consumer, producer, saver, investor, and citizen so as to analyze costs and benefits in various contexts l Demonstrate understanding of the United States Government’s role in US fiscal and monetary policy l Identify characteristics of different global economic systems and patterns of economic interdependence on earth. In Geography: l Explain the relationship, both positive and negative, between the human and natural environment l Choose from various tools to understand the earth’s geography and research, compare and contrast characteristics of places, regions, and human processes, migrations and cultural traits l Access, read, interpret, and create maps and geographic representations l Apply concepts of global development and economic interdependence to identify and analyze environmental issues. In Theological Integration: l Use a Christian theological perspective to understand how the study of social studies and history affects the way we think, live, and learn l Apply the theological framework of intellectual learning that makes no topic beyond discussion l Discuss and apply the role of a Christian citizen in a democratic society and global community l Apply what would be the spectrum of Christian theological perspective to world events l Recognize that a theological perspective combines faith and learning. In 21st Century Skills: l Demonstrate creativity, critical thinking, problem solving, communication and collaboration skills and use technology resources to learn and to share learning.
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 Sequence 9 Western Civilization Western Studies Western Civ. VT
10 Government/Economics2 AP European History
11 U.S. History 1 Heritage Studies1 AP US History1 US History Honors1 AP European History AP Microeconomics2
12 U.S. History1 AP Government AP US History1 US History Honors1 AP European History AP Microeconomics2
Required for graduation 3 Credit. one course from each of the following: Western Civilization / Western Studies; Economics; Government; US History. 1course meets US History graduation requirement 2course meets financial literacy graduation requirement Electives: Courses beyond the graduation requirement. SOCIAL STUDIES Western Civilization Western Civilization surveys the history of the Western world from Greece to the Cold War of the 1950s-60s. Students study patterns of continuity and change and the cause and effect nature of historical events from a predominately Western perspective. Topics include: democracy formation in Ancient Greece and Rome; development of Christianity and Islam; Middle Ages, rise of modern nations; Renaissance and Reformation including art and intellectual mood; the Age of Monarchs, the Enlightenment, and the French, Russian, and Industrial Revolutions; exploration and imperialism; Depression of the 1930s, World Wars, and their aftermath. Students use technology to locate, evaluate, and collect information for use in creative productions. Historically appropriate primary and secondary source analysis and novels serve as resources beyond the text. 1 Credit
19th, 20th and early 21st centuries, helping to weed out flawed practices that hindered or limited progress. Students will also see how past events are evidenced in today’s world. 1 credit Western Studies History VT Students study Western Civilization and Western Literature to meet both English and Social Studies requirements for grade nine. Students study patterns of continuity and change and the cause and effect nature of historical events primarily from a Western perspective. The study spans democracy in ancient Greece and Rome to the latter part of the twentieth century. Students examine literature, culture, politics, economics, and religious systems. The course focuses on historical documents, key individuals and events and their relation to biblical principles. Students produce in a variety of rhetorical modes to analyze, evaluate and synthesize information, defend conclusions, and present findings. Students produce both expressive and academic prose and compile a writing portfolio. Students examine literary themes and their congruence to biblical principles. Research and written work adhere to MLA style, and students use various digital media and print sources in their research. Units of study are presented in an engaging multisensory manner. Students master skills for success on the PSAT. Summer reading forms the basis of graded work. Meets grade nine English and Social Studies requirements. Double period. Honors 2 Credits
Western Civilization VT This honors course analyzes the events of the people and events of the past and understand how they are still relevant today. In particular, students will examine the major achievements of ancient civilizations including Greece and Rome to identify how developments in those areas provided the foundation for western civilization. This course will also examine how Europeans created a western world supremacy in the 15th and 16th centuries as a result of exploration and colonization. By examining how Europeans attempted to impose their political, social, and economic views on others, students will have the ability to assess ways this was not only helpful, but hurtful too. Revolutions throughout the world erupted during the
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 AP US Government Students receive the equivalent of a one-semester college course and prepare for success on the AP US Government Exam in the spring. Topics include: Constitutional underpinnings of the US government; intention of the framers including theories of democratic government; political belief and behavior of the voting public; political parties, interest groups, and mass media including electoral laws and systems; institutions of the Congress, the Presidency, the Bureaucracy and the Federal Courts; public policy; and civil rights and civil liberties. 1 Credit
Economics Economics provides students an overview of economic theories and principles. Both macro and micro economics are treated including such topics as: 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; online Stock Market Game to gather data and manage stock portfolios. Students use economic formulas to calculate real GDP, change in demand, and values of foreign currencies. This course meets the graduation requirement in financial literacy and includes those benchmarks: using budgets in personal economic decisions; income differences in labor markets; role of individuals as consumers, producers, savers, workers, investors; managing financial resources, budgets, savings, investments, credit and philanthropy; and how interest rates affect savers and borrowers. .5 Credit
United States History US History meets the 11th grade U.S. History requirement. Students survey our nation’s origins from the pre-Columbian era to the present, with emphasis on the 20th century. Topics include: development of cultural, political and religious systems; patterns of continuity and change; causal relationships of historical events; significant historical figures and their impact; intellectual, political, and reform movements; historically appropriate novels; primary and secondary source analysis. 1 Credit
AP Microeconomics Students receive the equivalent of a one-semester introductory college course and prepare for success on the AP US Microeconomics Exam in the spring. 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 in the economy. This course meets the graduation requirement in financial literacy and those benchmarks: using budgets in personal economic decisions; income differences in labor markets; role of consumers, producers, savers, workers, investors; managing financial resources, budgets, savings, investments, credit and philanthropy; how interest rates affect savers and borrowers. 1 Credit
US History Honors This discussion-based course will use the Harkness style of instruction to cover United States History from its precolonial period beginning in 1492 to the present. It covers all major aspects of American history during that period including: political, diplomatic, intellectual, cultural, economic and social. Students will be expected to analyze historical primary and secondary sources using skills in patterning and grouping, demonstrate a knowledge of the significant persons and events of history, and produce welldefended historical essays that recognize patterns of continuity and change and cause and effect relationships in western history. 1 Credit
Government American Government is 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 different forms of governments to U.S.; rights and responsibilities of a citizen in a democracy; U.S. Constitution and the American legal system; Constitutional Convention project; statistical models to evaluate election returns; and changing laws and court cases. .5 Credit
US History VT Heritage Studies Heritage Studies is a synthesis of U.S. History and American Literature. This program deepens students’ understanding of the two disciplines, increases their critical thinking and research skills, and teaches to all seven “intelligences” - linguistic, logical/mathematical, musical, bodily/kinesthetic, spatial, inter/intrapersonal. Activities include research, games, songs, crafts in a given time period, and analysis of cultural artifacts. Topics include: development of cultural, political and religious systems; patterns of continuity and change; causal relationships of historical events; significant historical figures and their impact; intellectual, political, artistic, and reform movements; primary and secondary source analysis.
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 Introduction to Psychology This elective course is a beginning study of the subject of psychology. Topics include principles of learning, types of personality, understanding human behavior, patterns of behavior, emotional and behavioral adjustments, group influences, and psychology and society. (prereq. west civ) .5 Credit
Students use technology to locate, evaluate, and collect information as well as to present findings. Course satisfies the U.S. History graduation requirement. Double period. Social Studies & English credits. Honors 2 Credits AP US History The course focuses on students developing historical thinking skills: chronological reasoning, comparing and contextualizing, crafting historical arguments using historical evidence, and interpreting and synthesizing historical narrative, and an understanding of content learning objectives organized around seven themes, such as identity, peopling, and America in the world. Congruent with university U.S. history survey courses increased focus on early and recent American history, the course expands on history of the Americas 1491 to 1607 and 1980 to the present. Teachers have flexibility across nine periods to teach in depth. 1 Credit
The Story Behind the Book: Historical, Sociological, and Psychological Analysis of Literary Work In this course, students will examine the political, sociocultural, and historical contexts of various literary works. Students will utilize other forms of art and media, such as plays and film, in the critique of particular books. Students will examine the interaction between film and literary text, and the qualities of each. Some of the written work analyzed may include works such as Forrest Gump by Winston Groom. .5 Credit The Art of War In this course, we will examine the role of the military and warfare on both the ancient and modern world. Students will research and analyze the strategic, technological, cultural, and political influence of warfare on human history and the development of civilizations from Ancient Greece to the war in Afghanistan. Additionally, this course will debate the many reasons why military history is the most common theme of modern popular history. .5 Credit
AP European History Students prepare for the AP European History Exam through an in-depth study of Western Civilization from 1450, the High Renaissance, to the present. The redesigned course 2015-16 and following promotes development of the historical thinking skills valued by college and university history departments as central to the study of history. 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. 1 Credit Sociology Students study patterns of societies and connect theory and practice of social interaction. Two non-western perspectives are included as well as current events, so that students can make informal choices about societal values. .5 Credit Race, Justice, and Community Students explore important questions about ethnicity, race, community, and the role of media in our society. An important component is to examine how people are inspired to take action to help others. Films, outside readings, guest speakers, and discussions and group projects enhance instruction. .5 Credit
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 WORLD LANGUAGES
Vision Each World Language, Spanish, Classical, including Latin and Greek, and Chinese, states a unique Vision Statement. Following is a Vision Statement representing key elements of each. Students at CHCA, through the study of World Languages, will appreciate the unlimited capabilities that God has given all peoples 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 and races.� Students will gain an awareness of both their own language and culture as well as that of the language and culture targeted. Students will comprehend, analyze, and critique texts and media of excellence and demonstrate proficiency in listening, speaking, reading, and writing in the target language. Students will also be encouraged to exercise initiative and leadership as well as participate in cooperative learning and research. Students will be afforded opportunities beyond the school setting to practice and expand their knowledge of a world language. Students receive meaningful instruction, academic challenge and support toward success in learning the language. Standards What a CHCA student will know and be able to do in World Languages: Communication in the target language (hereafter TL): l Use the TL to engage in conversations, provide and obtain information, exchange feelings, and opinions l Understand and interpret written and spoken language from diverse media l Present information and concepts to an audience of listeners or readers on a variety of topics; Cultures: l Demonstrate knowledge and understanding of perspectives, practices, and products of other countries; Connections: l Reinforce and acquire knowledge of other disciplines through TL l Acquire information and recognize the distinctive viewpoints available only through TL and target culture (hereafter TC); Comparisons: l Develop insight into the nature of language and culture through comparisons; Communities: l Use the TL both within and beyond the school setting. Sequence Spanish I
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10 Spanish II or II Honors
11 Spanish III or III Honors
Spanish II or II Honors
Spanish III or III Honors
Latin I Honors
Latin II Honors
Cuentos y Culturas (Stories and Cultures) Latin III Honors
Latin II Honors
Latin III Honors
Latin IV Honors / AP Latin
Mandarin Chinese I Honors Mandarin Chinese II Honors
Mandarin Chinese II Honors Mandarin Chinese III Honors
Mandarin Chinese III Honors Mandarin Chinese IV Honors
12 Cuentos y Culturas (Stories and Cultures) AP Spanish Language & Composition Latin IV Honors / AP Latin AP Latin Mandarin Chinese IV Honors AP Chinese Language & Culture
Hebrew I Hebrew II Hebrew III Required for graduation 3 Credit: three years of the same world language. Recommended for graduation is four years of the same world language. The three courses must be taken consecutively. Electives: do not count as the required sequence of 3 classes for graduation
Spanish Conversation in Context semester 1 and semester 2 Mandarin Chinese Language and Cultures, Gospel of John
Enrichments/Highlights: Language Lab; Internet Projects; Read authentic literature and realia based on interest and ability; Foreign Travel (Israel, Mexico, Costa Rica, Puerto Rico, Jamaica, Italy, China); Outreach into Hispanic communities at home and abroad.
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 into various Hispanic perspectives from the past and present. Hispanic literature and fine arts are discussed. Teacher/publisher-directed internet research, authentic
WORLD LANGUAGES Spanish I This course operates at Stage One of Language Development outlined in the curriculum standards document. Students work cooperatively and independently in reading, listening, speaking, and writing to recognize common phrase groups and voice inflection, produce proper pronunciation, correct grammar, and syntax. Students use basic vocabulary to identify objects from everyday environments, school subjects, family members, and express preferences. Students learn numbers, tell time, ask and give directions, and look into the nature of Hispanic culture through interdisciplinary studies such as art and music. Mastery of present and preterite tenses is achieved through the use of texts, workbooks, video/audio tapes, puzzles, flashcards, computer media and authentic realia in language and culture. 1 Credit
through the target language and begin to develop insights realia, and texts, audio and video presentations supply topics for debates/discussions. 1 Credit Spanish III Honors Develops the same topics as Spanish III but allows for deeper study of language/culture while students master grammar topics. Students prepare for success in Advanced Placement Spanish Language and Composition. 1 Credit Cuentos y Culturas (Stories and Cultures)-Honors This course strives to complete Stage Four of Language Development outlined in the curriculum standards document. Course focuses on both study of authentic literary works and brief historical examinations of various Spanish-speaking countries to appreciate the language and culture. Cuentos y Culturas lays the foundation for the more intense study offered in Advanced Placement Spanish. Students work to master all four language skills, listening, reading, writing and speaking, through guided conversations, grammar activities, and compositions. Grammar study includes previous skills adding conditional perfect, future perfect, perfect subjunctive and sequence of tenses. Study topics organize around various countries but do vary and respond to class interest. 1 Credit
Spanish II This course builds upon skills learned in Spanish I. Students review previous grammar and syntax, present and preterite tense and continue to 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. Oral competency is acquired through role-playing situations that pertain to topics relevant to high school students. By the close of Spanish II, students achieve Stage II of Language Development. 1 Credit
AP Spanish Language & Composition Advanced Placement Spanish challenges students to reach proficiency in the language to achieve success on the A.P. Spanish Language Exam in the spring. Students gain mastery of more complex grammar such as the perfect tenses, subjunctive tenses, sequence of tenses, and prepare for the speaking part of the AP Exam by regularly giving responses to prompts. Preparation for the written part includes writing compositions on given topics as well as completing grammar exercises reflective of the exam format. 1 Credit
Spanish II Honors Develops the same topics as Spanish II but allows for deeper study of language / culture while students master grammar topics. Students prepare for success in Advanced Placement Spanish Language and Composition. 1 Credit Spanish III Spanish III strives to complete Stage Three of Language Development. The introduction of more complex vocabulary, grammar, and syntax includes subjunctive, future, and conditional tenses. Students are encouraged to reach a level of confidence and competence in reading, listening, speaking and writing in everyday situations. Students begin to acquire knowledge of other disciplines
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 Spanish Conversation in Context I This one semester elective is suited to serious Spanish students interested in perfecting oral and written proficiency using vocabulary, grammar, and syntax in situational settings for Christian outreach and mission work. Topics include travel, health and nutrition, Christian outreach and others. Students may have opportunities to apply learning locally for service hours. (prereq. Spanish III) .5 Credit
III. Selections from Horace, Vergil, Cicero and other authors form the basis of study with greater emphasis on Roman literary culture. Political history focuses on details of the late republican and imperial eras. Suits students who seek familiarity and confidence in the great works of Latin literature. Students attain Stage Four of Language Development. 1 Credit AP Latin Vergil’s Aeneid and Caesar’s Gallic Wars comprise this course in general conformity with college Latin studies fourth to sixth semesters of college Latin study, and prepares students for the AP exam in the spring. Progress in reading, translating, understanding, analyzing, and interpreting Latin in the original is the goal. Students translate the works accurately from Latin into English demonstrating a grasp of grammatical structures, vocabulary, poetic meters, Students engage in stylistic analysis and study the cultural, social, political context of the Gallic Wars. 1 Credit
Spanish Conversation in Context II This one semester elective continues from the first semester or may be taken without the first semester. Topics include education, construction and building, general conversation to use in situational settings. Students may have opportunities to apply learning locally for service hours. (prereq. Spanish III) .5 Credit Latin I Honors This course operates within Stage One of Language Development described in the curriculum standards. Reading and writing are stressed more than speaking and listening. Latin I introduces Latin grammar: syntax, morphology, and vocabulary. Course goals include mastery of the case system, verb conjugations, prepositions, relative pronouns, and nuances of the language. Students discover European-American culture’s dependence on Roman culture through the study of derivatives and begin to read Latin texts with some independence. 1 Credit
Mandarin Chinese Language and Culture This one semester elective course develops basic skills to listen, speak, read and write using interactive multimedia, games, role-play, and songs. Scripture, psalms, and prayer (in Chinese) to reinforce lesson objectives. Students use the Chinese Pinyin system to identify the 5 Chinese tones and recognize Chinese characters through technology. Students practice basic oral communication using vocabulary of everyday conversation situations. Students learn fundamental grammar and sentence structures of proper spoken Chinese. Culture expressed through videos, internet, presentations and class discussion. This class builds a foundation for understanding Chinese language and culture. As interest allows a second semester will be offered. .5 Credit
Latin II Honors At the close of Latin II students achieve Stage Two of Language Development. This course builds on Latin I. Topics include: forms and functions of participles, irregular verbs, and the subjunctive mood. Vocabulary expectations increase, and students explore more difficult grammatical and syntactic nuances. Texts increase in sophistication; students discover topics in Roman culture and history. 1 Credit
Mandarin Chinese I Honors 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 and stresses mastery of the 5 tones of the Chinese sound system, rules of phonetic spelling, pronunciations, basic vocabulary and fundamental character writing: stroke order and structure. Students engage in dramatic play, oral practice through conversations, media, and practice using the internet. 1 Credit
Latin III Honors Course builds on Latin I and II introducing final aspects of general Latin grammar. Study includes: classical Latin texts such as speeches of Cicero and historical/cultural aspects of ancient Rome. Students reach Stage Three of Language Development. 1 Credit Latin IV Honors Students continue the advanced grammar and texts of Latin
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 Mandarin Chinese II Honors Students enter after successful completion of Chinese I. Students continue their development of listening, speaking, reading, and writing skills through extended conversations, various exercises and research. Students further develop vocabulary and ability in daily Chinese conversations. Language structure and foundational grammar are developed in written exercises, complex sentences and short paragraphs. More in-depth discussions of Chinese culture, history and social-economic environment are aided by multimedia. 1 Credit
addresses cultural competence, connections to other school disciplines, comparisons between Chinese language and culture and the learners’ language and culture, and the use of the language within the broader communities beyond the school. Both conventional print and aural materials give variety to language learning and various forms of communication in print, media, cultural situations present interest to the student. Students develop Chinese handwriting skills and word processing skills in Hanyu Pinyin or Bopomofo. 1 Credit Biblical Hebrew I Biblical Hebrew I introduces students to the essentials of biblical Hebrew grammar by focusing on morphology (how words are formed), phonology (the sounds of the language), syntax (how words form meaningful units), and vocabulary. The course will work through Allen Ross’s grammar, Introducing Biblical Hebrew, to accomplish these goals. 1 Credit
Mandarin Chinese III Honors This course readies the intermediate language learner for interpersonal, interpretive, and presentational communication in Mandarin Chinese. It builds the foundation for Advanced Placement course work. Student performance in the language focuses on how well does the student understand, how well is the student understood, how accurate is the student’s language production, how extensive and applicable is the language production, how culturally aware is the student. Students learn in scenario contexts to accomplish cultural awareness, comparisons of Chinese to their own language, and explore comparisons and communities of language learners. 1 Credit
Biblical Hebrew II Biblical Hebrew II builds on Hebrew I by taking students into a deeper understanding of the morphology, grammar, and syntax of biblical Hebrew. Students will complete the lessons in the text book, Introducing Biblical Hebrew, and then will be introduced to exegesis, the detailed study of the text to understand its meaning. By the end of the year, students will have produced a verse-by-verse commentary on the book of Ruth from the Hebrew Bible. 1 Credit
Mandarin Chinese IV Honors This continues the sequence for students to achieve high intermediate language skills to reinforce language proficiency for AP work. Students grow in culture and understanding, expressing opinions, debating in current topics and using authentic materials. Story telling, composition and cultural presentations are emphasized, to express higher thinking skills. 1 Credit
Biblical Hebrew III Biblical Hebrew III leads students in refining their ability to read Hebrew texts. Students will read, translate, and study various texts from the Hebrew Bible from narrative sections as well as poetic sections. The reading and studying process leads students on a journey to learn to apply the theological message of the Old Testament to their lives. 1 Credit
AP Chinese Language & Culture The course prepares students for success on the Advanced Placement exam in May. Students demonstrate proficiency across three communicative modes: interpretive, interpersonal, and presentational. The course
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 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. Standards What a CHCA student will know and be able to do in Music Fine Arts: l Sing/Perform on instruments alone and with others a varied repertoire of music including selections of Christian story and praise l Improvise melodies, variations, and accompaniments l Compose music within specific guidelines l Read and notate music l Apply appropriate personal as well as Christ-centered evaluative criteria to music and musical performances that acknowledge music as an art form embracing diversity l Apply appropriate etiquette as an audience member and/or performer l Research and explain, using various technologies including print, electronic, and recordings, the relationship between music, history, and culture l Use music as a personal and interpersonal expression to honor God. 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.
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 Concert Choir Students learn proper vocal technique, basic sight-singing and musical skills emphasis on part-singing in a choral group. Performances include concerts, chapels, and outreach. All welcome. 1 Credit
instrumental technique and knowledge of music theory, history, and performance practices. All welcome. 1 Credit Symphony Orchestra This performance group includes ensemble for strings and winds and percussion. Students perform a broad range of orchestral works and literature for concert band with emphasis on developing individual technique and gaining knowledge of music theory, history, performance practices, and musical genres. Students develop stage presence, performance etiquette, and contribute to the larger musical productions. Requires prior music experience and private lessons are encouraged. All welcome. 1 Credit
Encore Choir Students are encouraged to further develop their musical confidence and presentation. The focus is on building skills in ensemble singing with an emphasis on proper vocal technique, listening skills, and sight-reading. A wide variety of musical styles are learned and performed, and students are encouraged to exercise leadership and explore careers in music, including opportunities to minister through music. Students grade 10 and up. Audition required. 1 Credit
AP Music Theory AP Music Theory develops a student’s ability to recognize, understand, and describe basic materials and processes of music that are heard or presented in a score. This is achieved through listening, sight singing, performance, written, compositional and analytical exercises. The course instills mastery of the rudiments and terminology of music, including hearing and notating: pitches, intervals, scales and keys, chords, metric organization, and rhythmic patterns. Basic concepts are addressed through listening to a variety of music, including music from a standard Western tonal repertoire and contemporary, jazz, popular music, and the music of nonwestern cultures. The exam includes: Musical Terminology, Notational Skills, Basic Compositional Skills, Score Analysis (with or without aural stimulus), and Aural Skills. 1 Credit
Electric Jazz Orchestra Honors For the most advanced jazz performers, this ensemble performs jazz literature including swing, bebop, fusion, and rock. Emphasis is on developing individual technique and gaining knowledge of music theory, history, performance practices, and musical genres. Students also develop stage presence, performance etiquette, and contribute to larger musical productions. Frequent performances and end of year tour are highlights. Private lessons required. Audition required. 1 Credit Lab Band This ensemble studies different styles of jazz and early rock. The band performs with the pep band and concert band; students also study and perform a wide variety of jazz charts. Emphasis is to develop individual technique and gain knowledge of music theory, history, performance practices, and musical genres. Students develop stage presence, performance etiquette, and contribute to larger musical productions. Requires prior music experience; private lessons are encouraged. Performance venues include school concerts and football games. All welcome. 1 Credit
OTHER FINE ARTS Creative Writing Students spend a semester exploring the field of creative writing. Students receive instruction that emphasizes the creative process and experimentation with elements of a variety of rhetorical modes. Growing as a writer, taking risks into new forms, and revising are all encouraged. By course end students will have assembled a portfolio of original stories, poems essays and other pieces. .5 Credit
Percussion Ensemble/Steel Drum Band This ensemble is for percussionists and those who desire to study steel drums. During football season students study drum line and perform at home games. Students develop
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 Drama Students work independently and cooperatively to practice essential elements of dramatic arts, to produce and design technical production elements, to research the history of theater, to analyze and create scenes, and to develop verbal and physical skills to create characters. Students actively participate and divide time between theater knowledge and acting skills, and construct and decorate actual productions. .5 Credit
Dance as Fine Art One semester course for .5 credit in fine arts or as an elective. Students learn and perform basics of multiple dance forms, research culture and history of dance forms, undergo written and performance assessment, view examples of professional dance and create individual choreography. No experience necessary. .5 Credit Musical Theatre Students journey through the history of how drama and dance work together in the evolution of musical theatre. Beginning with primitive theatre and dance and moving through the birth of modern dance in America, Vaudeville shows, and the popular dance styles of each decade in the 20th century, this class explores development of musical theatre productions. Daily class time includes discussion and research of different time periods and styles of both dance and theatre, paired with practical application of drama exercises and dance routines that fit each unit. .5 Credit
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 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 and its effect on their lives. Through various processes, students will become aware how art relates to other areas of study. Students examine the human experience through their own creativity, through art history as an expression of culture and through the use of visual mediums, technology, literature, and God’s Word. Students experience and gain skill with the various art processes to gain confidence in their ability and grow in their aesthetic sense. Students value cultural diversity through the knowledge of the visual arts. Visual Fine Arts prepares students to acknowledge their God-given talents and to pursue with confidence opportunities and challenges set before them. Standards What a CHCA student will know and be able to do in Visual Fine Arts: l Develop visual awareness of God’s creation in order to produce an individual artistic awareness l Make Christ-centered judgments about art l Make connections between the visual arts, the other fine and performing arts and other disciplines outside the arts l Apply media, techniques, and processes related to the visual arts l Use the elements and principles of visual organization l Choose from a range of subject matter, symbols, icons, and potential ideas in visual arts l Relate the visual arts to history and culture l Value the characteristics and merits of one’s own artwork and expression and appreciate the artwork of others l Develop knowledge of aesthetics and art criticism. Sequence
Required for graduation: .5 Credit in Fine Art.
Enrichments/Highlights: Field trips; shows; competitions. 28
Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019
VISUAL FINE ARTS General Art Students study foundational elements and principles of art/design. Topics include color, value, line, space, shape, form, and texture. Design principles include rhythm, balance, proportion, emphasis, variety, and unity. A Discipline Based Art Education approach is used to insure students receive well-rounded visual arts education. .5 Credit
Computer Layout & Design I and II Each a one semester interdisciplinary graphic design course where students produce in a variety of design techniques that encompass free-hand drawing with computer enhancement using Adobe Creative Suite as software design tools. Students enter knowing basic computer applications. Art or computer credit. .5 Credit/sem Drawing Students study and produce using various drawing techniques. Media include graphite, charcoal white, charcoal, and ink. Works focus on observation / still life setups, contour drawing, value and gesture drawing. Aesthetic awareness grows by experimenting with techniques and renderings from realism to non-objective art. (prereq. gen art) .5 Credit
AP Art Studio Students work independently to apply Christian values, integrity, and ethical use of the media and their talents. Students produce either a Drawing portfolio, 2D Design portfolio, or 3D Design portfolio evaluated on three aspects: Quality of five works, Concentration that shows a series of works organized around a compelling visual concept with twelve digital images, and Breadth where twelve digital images show works that each demonstrate a variety of concepts, media, and approaches. Work submitted to AP program for evaluation in May. Teacher recommendation. (prereq. gen art. Drawing desired) 1 Credit
Stained Glass Art Course presents intensive study of stained glass, its limitations and expressions through student investigations in various techniques and procedures common to material. Final piece is an aanraku style table lantern. (prereq. gen art) .5 Credit
The Art of Repurposing Students create art using upcycled materials. The class emphasizes creative design and problem solving and requires the use of power tools. (prereq. gen art) .5 Credit Ceramics Students explore various hand-constructed and wheelthrown ceramic techniques. Form and function are integral components of the student's in class production. Students use creative/design problem solving and demonstration of skill. (prereq. gen art) .5 Credit
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019
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 Standards What a CHCA student will know and be able to do in Health: l Explain key elements to maintain mental and emotional health l Demonstrate in conversation the relationship of individual health to family health l Explain the fundamental concepts of growth and development l Recognize key elements to maintain and promote personal health l Recognize and apply essential concepts about nutrition and diet l Recognize aspects of substance use and abuse l Explain essential concepts about the prevention and control of disease l Locate the availability and list effective use of health services, products, and information l Explain practices concerning injury prevention and safety l Accept personal responsibility for seeking total health for self and others through recognizing God’s plan for human life. Sequence Required for graduation: .5 Credit in Health. responsible food choices; the body’s need for nutrients; health and diet; weight control and eating disorders; substance use and abuse. Social health topics include: a child’s relationship with parents; development of friendships; puberty; dating relationships; sexually transmitted diseases; abstinence; the marriage relationship. Students discuss Christ’s teaching as it relates to all facets of health. Students who meet this required course through online or off site instruction do not necessarily receive the same topics.
Health The Health course presents students with methods to ease the transition from the role of a child to the role of an independent adult. The study of Health encourages useful decisions within the Christian perspective about personal, community, and global health issues. Mental health topics include: 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 topics include: making
.5 Credit
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 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. Standards What a CHCA student will know and be able to do in Physical Education: l Exhibit responsible personal, social, cooperative, and Christian behavior that respects self and others in physical activity settings l Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities l Demonstrate understand of movement concepts, principles, strategies, and tactics as they apply to learning/performing physical activities l Participate regularly in, and understand the costs and benefits of health-enhancing physical activities l Achieve and maintain a health-enhancing level of physical fitness l Engage in physical activity as it provides the opportunity for enjoyment, challenge, self expression, and social interaction. Sequence Required for graduation: .5 Credit (two semesters) in Physical Education. 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.
Dance as PE In this one semester course students learn the basics of ballet, jazz, modern, tap, musical theater, and Latin dance forms. Students participate in daily dance exercise focusing on the use of dance for physical fitness. No experience necessary. All welcome. .25 Credit
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 TECHNOLOGY and PROGRAMMING Vision As a result of a CHCA education students will implement technology to conduct research, to promote productivity, to perform basic operations, to communicate, and to enhance problem-solving and decision-making. Students will practice responsible use of technology mindful of the ethical and social issues impacted by biblical principles surrounding this medium. Both academic and personal use of technology will extend the students’ environment and spheres of influence. Students will understand the benefits and cautions that technology now presents us with in the 21st century. CHCA understands that leadership development is predicated not only upon moral principles, discipleship, and collaborative social interaction, but also upon facility in communication, gathering resources, creativity, problem-solving and decision-making, all of which technology aids. Technology literacy of all students is a goal of Cincinnati Hills Christian Academy. Standards What a CHCA student will know and be able to do in technology l Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology l Use digital media and environments to communicate and work collaboratively, including at a distance to support individual learning and contribute to the learning of others l Apply digital tools to gather, evaluate, and use information l Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources l Understand human, cultural, and societal issues related to technology and practice legal and ethical behavior l Demonstrate a sound understanding of technology concepts, systems and operations. [Informed by International Society for Technology in Education - National Educational Technology Standards for Students, 2007] Sequence Required for graduation: .5 Credit in Computer Technology and/or Programming; courses have keyboarding as a prerequisite. 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 tp problems through programming and design.
TECHNOLOGY and PROGRAMMING
A/V Production Students work with the latest versions of Adobe products and experience writing, production, and post-production in the course of developing audio and video artifacts for a variety of school organizations. Students are responsible for selecting their own projects. .5 Credit
Computer Applications In this beginning course students experience a broad range of computing tools. Students create and modify text and visual information as well as implement basic programming techniques; students work in Word, Excel, PowerPoint, and Photoshop, students apply skills in computer graphics, word processing, databases, spreadsheets, page layout, presentation tools, design thinking, and logical problem solving. .5 Credit
Computer Layout & Design I, II Students use Adobe Creative Cloud products, gaining competence in the technical skills needed to produce artifacts that reinforce the principles of intentional design. Students work with the art department to incorporate elements of good design. May serve as fine art or computer credit. Each semester. .5 Credit
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 AP Computer Science Principles First offered by College Board 2016-17, AP Computer Science Principles offers a multidisciplinary approach to teaching the underlying principles of computation. The course 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 consists of two parts: completion of through-course performance tasks and the end-of-course AP Exam. For the through-course assessment, students upload digital artifacts and written responses via a Web-based digital portal. The two performance tasks, focusing on computing innovations and programming, will remain stable from year to year. The tasks are designed to give students broad latitude in personally selecting the focus and topics of their interest. The teacher chooses the programming language from several options. (prereq. Alg I) 1 AP Credit
Intro to Programming with Microcontrollers This year-long course introduces students to the world of programming. No prior coding experience is necessary. Students will learn to develop stand-alone applications for the PC and Arduino microcontroller. Using common development environments students will learn to receive input from a user, 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. Work will be 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. Students may use a school supplied computer or use their own, recognizing that homework assignments will regularly require access to that computer outside of class time. Instructor approval. 1 Credit
Problem Solving & Adv Math with Technology This class is designed as a high level math and problem solving class. We will be solving problems from ProjectEuler.net (see website for examples). Students will work in small groups to solve these problems, which often involve pattern recognition and algorithmic thinking. Students will learn set theory, basic programming skills, and various problem solving techniques. Project Euler is a series of challenging mathematical/computer programming problems that will require more than just mathematical insights to solve. Although mathematics will help you arrive at elegant and efficient methods, the use of a computer and programming skills will be required to solve most problems. It’s designed to be a semester class that students can take more than once (the problems are different every time and returning students will mentor new students). Pre-requisite is completion of Algebra II. Counts either as technology or math elective. 1 semester .5 Credit
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 Community Service Hour Graduation Requirement 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. This contract must be documented and verified by the agency where the service is performed. •
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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 versus task-oriented jobs. Through direct involvement we break down barriers and build bridges between communities.
What does count: Community service is to be completed through a non-profit agency or event or to a person in the community who would be considered disadvantaged. It is unpaid work at a non-profit agency performed to benefit the community. What does not count: Please keep in mind that service completed for profit-making businesses/services or individuals who can afford to pay for services rendered, and for family members, including family owned businesses, are not considered community service. Babysitting counts only if approved by the Outreach Office. Neither training nor practicing count. Requirements: 1. Students are to perform 50% or more of their community service hours in direct participation with marginalized populations, which may be defined as the poor, elderly, handicapped, the widow, orphan, and stranger (homeless). Direct service involves students engaging with people. Preparing goods for distribution are not direct contact hours. 2. Inclusive to the 120 hours of community service hours, students are to complete two service immersion experiences, formerly mission trips, one of which must be a CHCA Upper School 9-12 Service Immersion. Students are to complete one service immersion by the end of their sophomore year and a second service immersion by the end of the first semester of their senior year. To graduate a student must complete 1 service immersion for every 2 years enrolled; 2 service immersions for 3 and 4 years enrolled. Non-CHCA service immersions must be pre-approved by the Outreach Office. 3. Service immersion trip hours counted are those in which the student is engaged in direct service/ministry. Hours not counted in the 120 hour requirement are: training, travel, sleeping, eating, social time, and recreation. 4. Students lacking 30 hours of service for each academic year and at least 1 service immersion by end of sophomore year will not be eligible for extra-curricular activities until hours are completed and documented in the Upper School Guidance Office. 5. Hours are to be completed outside of normal school hours. 6. Record of service hours performed is due immediately after the service is completed to the Upper School 9-12 Guidance Office. 35
Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019
Individualized Learning Opportunities through Cincinnati Hills Christian Academy A provision within the Ohio state budget bill (Am. Sub. H.B. 153) exempts nonpublic schools from the requirement to offer credit flexibility as an instructional option for students. Please note that the provision still permits nonpublic schools to include credit flexibility within their educational options. That decision now falls within the authority of the nonpublic school governing board. [Non Public Schools ODE Newsletter, Winter 2012] CHCA offers students many opportunities by which they may earn credit in manners different from traditional means. Students may gain credit through the Flexible crediting options outlined below, via research participation, completion of a capstone project, or internship. CHCA Implementation of Credit earned via Flexible Credit Students may earn credits through any of the following or a combination thereof: a) the completion of online courses via approved outside vendors b) testing out or otherwise demonstrating mastery of the course content; • Testing out or Otherwise Demonstrating Mastery A second required option for students is testing out or otherwise demonstrating mastery of a course. The state guidelines give the school the choice of using various commercial assessments (such AP exams and assessments in mathematics or world languages) or locally developed assessments. The process and procedures available to students who want to earn credit through the demonstration of mastery are a local determination. Cincinnati Hills Christian Academy made the decision that "testing-out" may not mean a single paper-pencil, high stakes exam, but rather incorporates multiple measures of student learning. The process includes the completion of applicable quarter or semester exams, or an exam to be named such as commercially available for world languages or forthcoming “end of course examsâ€? as part of the Ohio Department of Education graduation requirement, and one of the following; research paper, project-based learning assignment, portfolio of work, performance (when applicable for courses such as band) and/or other demonstration or performance-based task.) Students begin the process by submitting a request to the Upper School Principal or Flex Credit Coordinator announcing in writing their intent to enter the testing out / demonstrating mastery process and the course they seek to test out of. The Department provides the course benchmarks from the CHCA benchmarked curriculum, a course syllabus, and texts. The Principal or Flex Credit Coordinator will schedule a meeting to include the student, parent, members of the department of the course requested in order to agree on the test out process (the exam(s) plus additional project), dates, times, and locations of testing. Credit granted this way will record the credit as pass/fail on the transcript. Mastery is demonstrated by the student achieving a minimum of 80% (B-) on the comprehensive assessments. The student who pursues this option needs to understand that pass/fail might disadvantage that student in applying for colleges or during the transition to post-secondary life. The school must receive a notice of student intent to participate in Flex Credit before May 1 for Summer Credit, on or before August 1 for First Semester or year-long credit, and before November 20 for Second Semester credit. For Demonstrating Mastery/Testing Out, a student has 60 days from the plan approval date to complete all assessments unless using an AP test to demonstrate mastery..
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 Pursuit of Individual Educational Opportunities CHCA also allows students to develop a plan for pursuing an individualized educational opportunity. Students choosing this option will fall into one of three categories: research, internship, or capstone project. These are different from Independent Study opportunities which are defined as a student proposes to execute a course already named in the CHCA Upper School 7-12 Course of Study for the given school year but to do so by alternative means. Students interested in research need to have completed the research and leadership course prior to embarking on this journey. Any interested family or student is welcome to contact the counseling office for further information. For all of these options students will work with an onsite mentor/teacher who will evaluate progress. The student will need to develop a learning plan highlighting what will be accomplished each semester. These courses are awarded a pass/fail grade at each quarter. Below is an example of the elements typically included in an individualized learning plan. 1) Course description, syllabus, and rationale. A narrative that describes the motivation for the alternative option, the specific topics that will be studied (a syllabus), what the student wishes to gain from such a program, and the tangible and intangible results of the Personal Learning Plan. The narrative must include a listing of specific course objectives and desired outcomes, along with how those outcomes will be achieved and measured. 2) Textbooks and/or Resources. Students must list the textbooks and/or resources that will be used. 3) Meeting Schedule. Students must include a specific schedule of when the student will meet with and/or have contact with his or her proposed on or off-campus teacher, supervisor, or program director.
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 Ohio High School Athletic Association 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 for meeting course load requirements for eligibility. Note NCAA requires courses taken by alternative means must be so 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 statements below about NCAA requirements sent by 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. http://web3.ncaa.org/ECWR2/NCAA_EMS/NCAA_EMS.html# 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 so designated on the transcripts of potential Division I student athletes. Schools should note on student transcripts submitted to the NCAA for review which course credits were earned through nontraditional ways, or attach an addendum with the explanation. The designation of credits on the transcript applies only for NCAA purposes. If in doubt, contact the NCAA Eligibility Center http://web3.ncaa.org/ECWR2/NCAA_EMS/NCAA.jsp for specific advice on this issue. (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, which is an interdisciplinary body comprised of faculty, Guidance office personnel, and a school administrator. A student has a maximum of three (3) days from the denial of his petition by the department to indicate that he wishes to appeal the department's decision. The student must contact the Upper School Principal or Flex Credit Coordinator within those three (3) days; no extensions will be permitted. Once a student appeals to the Credit Flexibility Review Panel, the Panel will convene within one week for an appellate hearing. The student, the student's parents/guardian(s), the department chair, and the Review Panel will meet to hear the student's appeal, and the Review Panel will render its decision. The Review Panel will evaluate if all steps in pursuit of alternative educational options were met as stated in the Cincinnati Hills Christian 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 booklet on the Cincinnati Hills Christian Academy Web site, so that it may be accessed at any time. Copies of the Credit Flexibility statement will be available from the Upper School 9-12 Guidance Office.
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 College and University Attending and Acceptances 2014 ~ 2017 Cincinnati Christian University Alabama A&M University Georgia Institute of Technology Gordon College Clarkson University Alderson-Broaddus College Goucher College Clemson University American University Grace College Cleveland Institute of Art Amherst College Cleveland State University Anderson University Hanover College Appalachian State University Harding University Coastal Carolina University Harvard College College for Creative Studies Arizona State University College of Charleston High Point University Asbury University College of William & Mary Ashland University Hillsdale College Hofstra University College of Wooster Auburn University Hope College Colorado Christian University Austin College Howard University Colorado College Austin Peay State University Babson College Hult International Business School Colorado State University Humboldt State University Baldwin Wallace University Columbia College-Chicago Columbia University Indiana University Ball State University Columbus College of Art and Design Indiana University-Purdue University Columbus Baylor University Indiana University-Purdue University Indianapolis Covenant College Bellarmine University Indiana University Southeast Curry College Belmont University Curtin University Berklee College of Music Indiana Wesleyan University Iowa State University Berry College Dartmouth College Ithaca College Davidson College Binghamton University James Madison University Biola University Denison University John Carroll University Boston College DePaul University Johnson & Wales University DePauw University Boston University Kansas State University Drexel University Bowling Green State University Bradley University Kent State University Duke University Kenyon College Duquesne University Brescia University Bryant University Lee University Eastern Kentucky University Eastern Michigan University Bucknell University Liberty University Lipscomb University Elon University Butler University California State University, Monterey Bay Embry-Riddle Aeronautical University Long Island University, Brentwood Campus Loyola University Chicago Emory University Calvin College Macquarie University Fashion Institute of Design and Merchandising Campbellsville University Maine College of Art Fisk University Capital University Florida Southern College Malone University Carnegie Mellon University Marian University Florida State University Case Western Reserve University Marietta College Fordham University Cedarville University Full Sail University Central College Marquette University Central State University Mars Hill University Furman University Marshall University George Mason University Centre College Georgetown University Marymount Manhattan College Champlain College
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Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 Pratt Institute Massachusetts College of Pharmacy & Health Sciences Princeton University McGill University Mercer University Purdue University Queens University of Charlotte Merrimack College Rhodes College Methodist University Robert Morris University Miami University Rochester Institute of Technology Miami University- Hamilton Roger Williams University Miami University- Middletown Roosevelt University Michigan State University Millikin University Rose-Hulman Institute of Technology Mississippi State University Rutgers University Rutgers University, New Brunswick Montreat College Saint Anselm College Moore College of Art & Design Saint Joseph's College Morehead State University Saint Louis University Morehouse College Saint Mary's College Mount St. Joseph University Saint Xavier University Mount Vernon Nazarene University Samford University Muskingum University Savannah College of Art & Design New York Institute of Technology School of the Art Institute of Chicago New York University Seattle Pacific University New York University-Abu Dhabi North Carolina A&T State University Seton Hall University Sewanee: The University of the South North Carolina State University Shenandoah University Northeastern University Slippery Rock University Northern Arizona University Sonoma State University Northern Kentucky University Southern Methodist University Northwestern University Notre Dame College Southeastern University Southwestern University Oakland University Spelman College Ohio Dominican University St. Edward's University Ohio Northern University St. John's University Ohio University St. Norbert College Ohio Wesleyan University Syracuse University Oklahoma City University Olivet Nazarene University Taylor University Temple University Otterbein University Oxford College of Emory University Tennessee State University Tennessee Technological University Pace University Texas A&M University Palm Beach Atlantic University Pennsylvania College of Technology The American University of Paris The George Washington University Pennsylvania State University Pepperdine University The Juilliard School Point Park University The Ohio State University
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The Ohio State University-Newark The University of Akron The University of Alabama The University of Alabama-Birmingham The University of Alabama-Huntsville The University of Findlay The University of Georgia The University of Iowa The University of Memphis The University of Tampa The University of Texas-Dallas Thomas More College Transylvania University Trine University Trinity University Tulane University Tuskegee University United States Air Force Academy United States Coast Guard Academy Universidad Francisco Marroquin University of Arizona University of Buckingham University of British Columbia University of California-Davis University of California-Irvine University of California-San Diego University of California-Santa Barbara University of California-Santa Cruz University of Charleston University of Cincinnati University of Cincinnati College CCM University of Cincinnati-Blue Ash University of Colorado-Boulder University of Colorado- Colorado Springs University of Colorado- Denver University of Dallas University of Dayton University of Delaware University of Denver University of Edinburgh University of Evansville University of Florida University of Hawaii at Manoa
Cincinnati Hills Christian Academy Upper School 7-12 Course of Study 2018 ~ 2019 University of Vermont University of Houston University of Illinois-Chicago University of Virginia University of Illinois-Urbana ChampaignUniversity of Washington University of West London University of Indianapolis University of Wisconsin-Madison University of Kentucky Urbana University University of Louisville University of Maryland-Baltimore County Utah State University Valparaiso University University of Maryland, College Park University of Massachusetts- Amherst Vanderbilt University Vanderbilt University- Blair School of Music University of Massachusetts- Boston University of Massachusetts-Dartmouth Villanova University Virginia Polytechnic Institute and State University University of Massachusetts- Lowell University of Miami Wake Forest University Washington and Lee University University of Michigan University of Minnesota Washington University in St. Louis Webster College University of Minnesota- Twin Cities West Virginia University University of Mississippi Western Kentucky University University of Missouri-Columbia Western Michigan University University of Montana, Missoula Wheaton College (Illinois) University of Montevallo Wheeling Jesuit University University of Mount Union Wilmington College University of Nebraska at Lincoln University of New Hampshire Winthrop University Wittenberg University University of North Carolina-Chapel Hill Wofford College University of North Dakota Worcester Polytechnic Institute University of Notre Dame University of Oklahoma Wright State University University of Oregon Xavier University Youngstown State University University of Pennsylvania University of Pittsburgh University of Redlands University of Rhode Island University of Richmond University of Rochester University of San Diego University of San Francisco University of South Carolina University of Southern California University of St. Andrews (Scotland) University of Tennessee University of the Incarnate Word University of Toledo University of Utah
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MARTHA S. LINDNER HIGH SCHOOL CAMPUS: RON AND PHYLLIS MCSWAIN ACADEMIC CENTER
U.S. Department of Education Nationally Recognized School of Excellence Association of Christian Schools International Exemplary Program
Cincinnati Hills Christian Academy Upper School 9-12 Administrative Offices 11525 Snider Road 8283 East Kemper Road Cincinnati, OH 45249 Cincinnati, OH 45249 Phone: 513-247-0900 http://www.chca-oh.org