High School Curriculum

(Semester)

This course provides students with an in-depth look at the life, death and resurrection of Christ, understanding His role in the overarching narrative of scripture and history of redemption as told in the book of Mark. Students will study His teachings and ministry in the context of the Jewish culture of first century Palestine, and examine how His teachings can be applied in today’s world. Note: Students are placed into differentiated levels in this course according to their prior knowledge.

(Semester)

This course examines the Biblical theme of God and the Tree of Life, which is a symbol of God’s abundant life and power available to all. It is used throughout the Biblical story to teach about God’s desire to defeat death and bring eternal life. Understanding this theme demonstrates that the Bible is a unified story that leads to Jesus—the One who died on a tree to give us life forever with God. Special focus is given to the nature and design of the Bible as well as effective Bible study methods.

(Semester)

This course helps students discover their divine design and unique role in God’s redemptive mission in the world. Students will compile a S.H.A.P.E portfolio which highlights five aspects of their unique design, namely the student’s (1) spiritual gifts and strengths, (2) heart and passions, (3) abilities and natural talents, (4) personality and (5) experiences. Additionally, students will develop a meaningful theology for everyday life as well as experience a hands-on Biblical approach for living life God’s way. Sprinkled throughout the course are opportunities to learn and practice the art and science of interpreting the Bible in 21st century culture.

(Year-long)

Students will learn about the Biblical worldview and other competing worldviews, challenging them to articulate their own worldview in light of Biblical truth and Christian tradition. The course equips students with the skill to discern truths from falsehoods. Major ideologies are explored, including epistemology (how do we know truth?), theology (who is God?), cosmology (where do we come from?), anthropology (what does it mean to be human?), teleology (what is our purpose?), and soteriology (what saves us?) The essential beliefs of the Christian worldview will be contrasted against religious (Hinduism, Buddhism, Islam, etc.) and nonreligious (nihilism, existentialism, naturalism) worldviews. At the end of the course, students present their own worldview in comparison/contrast with the central claims of the Biblical worldview.

This course improves a student’s close reading, comprehension, and love of reading. As a math problem cannot be correctly answered if certain steps are omitted or misunderstood, so also with each sentence. Analytical reading slows down the reading process to ensure full comprehension of the author’s overt and covert message(s). Claims are analyzed and discussed for evidence and validity. Vocabulary improves to assist student understanding. Higher-level thinking skills are implemented to take students from a rudimentary understanding of the literal text to a profound understanding of the larger world. Ideological terminology further moves students from comprehension to deciphering worldview.

This course focuses on the building blocks of grammar, specifically on how the relationship between words create and convey both meaning and effect. Students study a variety of grammatical and syntactical structures in texts with the aim of incorporating such a variety in their own writing. They will incorporate SAT-level vocabulary through reinforced study and instruction. The texts of the course (“The Hiding Place,” “Just Mercy,” “Beowulf,” “To Kill a Mockingbird,” and “Fahrenheit 451”) model for students logical argumentative structures and effective writing style. Students learn the basics of Toulmin-style argument (claim, evidence, and warrant) and language analysis. Students engage in Socratic style dialogues refining their ideas and listening to others. Students are also expected to stand and deliver formal and informal speeches throughout the year. All this is done within the context of honoring Christ as Lord, his Word as truth.

Prerequisite: completion of the prior English course with a year-long grade of 90% or better and teacher recommendation.

The honors course reads additional material, incorporates more challenging application and evaluation questions on assessments, requires more synthesis on essays, and has a higher expectation for oratory performance.

This course expands upon the foundational skills learned in Grammar and Composition by examining how sentence-craft and style create argument and effect. Students study 33 new rhetorical strategies to enhance their own writing and oratory, as well as analyze the stylistic choices of influential thinkers and authors—how anadiplosis can reflect hesitation, how passive voice can purposefully obscure, how caesura and end-stops can establish a poem’s rhythm. Writing assignments focus on literary explication of authors’ works but also require students to be purposeful about their own stylistic choices. Students discuss literature and philosophy through the window of eight major ideologies (anthropology, epistemology, cosmology, teleology, theology, sociology, axiology, soteriology) in order to better understand major worldviews while beginning to define their own personal perspectives.

Prerequisite: completion of the prior English course with a year-long grade of 90% or better and teacher recommendation.

The honors course reads additional material, incorporates more challenging application and evaluation question

This course is designed to improve reading, writing, speaking, and listening skills by introducing students to authors who have significantly influenced American thought and writing through in-depth analysis of literature and skill development in advanced syntax and grammar. Students develop more persuasive argumentation and a depth of logical inquiry, along with a greater sense of personal style. Students read both fiction and non-fiction in pursuit of those goals. Student pursue becoming people who possess the skills and wisdom to discern truth by weighing all expression and argument against the Truth of God’s word.

The terminal objective of this course is to prepare students for the four sections of the AP literature and composition exam by the use of specific terminology to analyze various novels, dramas, poems, and prose. Students receiving a 3, 4, or 5 on the AP exam may (every college is different) receive college credit for the course. This means that college work will be done in this class to ensure students are equipped to both pass the AP exam and also write at college level. Since 45% of the exam is interpreting poems and prose passages, the most salient concern for all students is their ability to analyze literature individually and then answer college level, analytical questions about it. Thus, students with a proclivity to regurgitate teacher-insights without individual thinking are vulnerable to failure.

This course encapsulates the language and ideological development of the previous English courses, and applies that knowledge to an understanding of ideas and their consequences in modern life. This occurs through a study of literature, non-fiction, philosophy, and research. The course provides a general framework for the way ideas created cultural/ideological shifts and the way language is both affected by and affects ideology. Students see the progression of Western thought and thus become articulate about the origin and progression of popular thought. This culminating course reinforces reading, grammar, rhetoric, and argumentation while focusing on research as well as style. The first semester examines the relationship between language and thought through a survey of Western philosophy, incorporating the application of that philosophy to literature and contemporary experience. The second semester requires students to put these ideas together in a capstone project involving a lengthy research essay and oral defense. The project can explore a topic from any discipline. Other major assessments will include synthesis papers, philosophical position papers, and oral exams and recitations.

This course examines a diversity of authors, genres, and literary periods. Each semester presents an in-depth study of one particular topic. Students have an opportunity to select the semester seminars of their interest and are required to complete two semesters to fulfill the course requirement. Multiple author seminars are offered. Regardless of shifts in specific content, students in this course continue to develop their skills in composition, style, grammar, argumentation, and philosophy to more rigorously explore the influence of language and literature in society. Students refine their skills in stylistic analysis and argumentation through written and oral evaluations. The course involves close reading of at least two main novels, two outside reading texts, and additional correlating fiction, nonfiction, and current event pieces. It culminates in a substantial synthesis research paper and oral defense. These semester courses meet a half-year English requirement, so students who enroll in this option must select two Author Seminars for the year.

(Year 1)

“How did we get from here to there?” This is the essential question for this course. The course explores the development of Western civilization while connecting and comparing the roots of Western civilization to other peoples, cultures, and civilizations. There is an overarching essential theme of “authority” that threads all the units of instruction together—sources of it, who wields it, and influences of it. The course undertakes its survey journey in the fall term, with two different units on “foundations,” a study of major world religions and events that significantly contributed to modern world history, moves through significant changes in thought as a result of the Renaissance, Reformation and Enlightenment and finishing up with the significant global shifts that occur as a result of revolutions. The historical skill emphasis for the fall term is the development of primary source analysis and application skills. In the spring term the course moves forward with another type of revolution: the Industrial Revolution, nationalism, the World Wars and wraps up with the globalization of the modern world. The historical skills facet of the course moves from document analysis to document use and application for the substantiation of data-based historical argumentation.

(Year 2)

History is the study of the past, present and future, all at the same time. This course studies the United States starting with “the founding” and concluding with contemporary times. This survey course encompasses political, social, economic, and technological aspects of the American experience. Emphasis is placed on the American ideals of liberty and equality and the consequential triumphs and tragedies, along with the contributions made by a diverse citizenry who did their part to forge a more perfect union. The goal is for each student to gain an understanding of United States history in order to understand how our nation’s past relates to today’s events.

(Year 2)

Prerequisite: Global Western Civilization and teacher recommendation.

Students investigate noteworthy events, individuals, developments, and processes in nine historical periods from approximately 1491 to the present. Students develop and use the same skills and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical connections; and utilizing reasoning about comparison, causation, and continuity and change. Students will learn the technical aspects of historiographical writing with document-based essays, long essay questions, and data-based short answer questions. Students explore eight themes in order to make connections among historical developments in different times and places: American and national identity; work, exchange, and technology; geography and the environment; migration and settlement; politics and power; America in the world; American and regional culture; and social structures.

(Year 3)

This course develops a greater understanding of the evolution of global processes and contacts in interaction with distinctive styles of human societies. This understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills. The nature of changes in international frameworks and their causes and consequences is highlighted, as well as comparisons among major societies. The course emphasizes relevant factual knowledge used in conjunction with leading interpretive issues and types of historical evidence. It builds on an understanding of cultural, institutional, and technological precedents that, along with geography, set the human stage. Periodization, explicitly discussed, forms an organizing principle for recognizing change and continuity throughout the course. Specific themes provide further organization, along with consistent attention to contacts among societies that form the core of world history as a field of study which allows for the development of comparisons and evaluations of change over time.

(Year 3)

Students investigate noteworthy events, individuals, developments, and processes from approximately 1450 to the present. Students develop and use the same skills and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical connections; and utilizing reasoning about comparison, causation, and continuity and change. Students explore seven themes in order to make connections among historical developments in different times and places: interaction of Europe and the world, economic and commercial development, cultural and intellectual development, states and other institutions of power, social organization and development, national and European identity, and technological and scientific innovations. Students learn to assess historical materials—their relevance to a given interpretive problem, their reliability, and their importance—and to weigh the evidence and interpretations presented in historical scholarship. Students develop the skills necessary to arrive at conclusions based on an informed judgment and to present reasons and evidence clearly and persuasively in an essay format.

(Year 3 Semester Course)

How has history impacted film? How has film impacted history? Events in history have paved the way on numerous occasions for the film industry to become what we know and love today. History has provided some of the most riveting stories in cinematic history. Likewise, film has become a crucial medium to teach people about history. This course studies the impact of film on society decade by decade since its creation, and various historical events around the world through films. The course culminates in a research project on a historical topic of the student’s choice that relates to the timeless power of stories in light of the following quote: “Stories create community, enable us to see through the eyes of other people, and open us to the claims of others.” - Peter Forbes.

(Year 3 Semester Course)

Derived from the Italian verb “rinascere,” to be reborn, the Renaissance was a transformative period in European history that gave rise to a cultural, political, and social rebirth of classical values and focuses from Greek and Roman antiquity. Coming out of the Dark Ages, and more specifically the Black Plague, the Renaissance celebrated life and emphasized the individual through humanism, classicism, scholasticism, and artistic innovation. This course delves into the rich tapestry of the Renaissance, exploring its major themes, influential figures, and lasting impact on various aspects of society. Through a multidisciplinary approach, this course specifically focuses on the Renaissance’s rebirth and recreation of classical art, philosophy, rhetoric, religion, politics, and culture.

(Year 3 Semester Course)

Toys have always been an integral part of children’s lives and children’s lives have always been an integral part of a society’s cultural valuation. The study of history of toys reveals parallels in the development of human societies across time and space. Toys, as a cultural byproduct, reflect what the society that produces the toys finds important: toys for role play; toys for instructive purposes; or toys that have no genuine practical value beyond frivolity. From a wind-up glided Spanish Galleon toy in the home of a New York socialite to a Dust Bowl Okie’s old shoe made into a baby doll with a face drawn on the heel, what children played with present a view to how the people lived, when they lived, and what they valued. The course starts with the foundation of what “play” is in early childhood development. With this foundation, students look at the development of toys from ancient societies up to the era of mass manufacturing beginning in the late 19th century. Students explore the American experience through toys decade by decade starting with the 20th century. Students apply all they have learned to a culminating project: creating a toy or a board game.

(Year 3 Semester Course)

Typically, a history course is a chronological survey course that marches through the political, economic, and social history of a people, society, or state. This course is intended to turn this stereotypical expectation on its head. This course helps students understand why life in California is the way is it is today, and how we got here. Students follow a curriculum that is chronologically founded but more topically thematic. For example, students explore the idea of the “Gold Rush” as actually an umbrella title for all the economic booms and accompanying innovations that had a significant role in shaping today’s California. There is the traditional Gold Rush of 1849, but there is also the railroads, black gold (oil), Hollywood, aerospace, and Silicon Valley. Current events and unusual trivia are woven throughout the course as points of interest. With the wide variety of topics available in California history, the course has the potential for catering to individual student interest. The culminating course capstone product will cater to each student’s specified California history interest.

(Year 3 Semester Course)

The story of the Christian church is packed with incredible accounts of faith, heroism, tragedy, villainy, and triumph. Students effectively navigate 2,000 years of the history of Christianity, from its origins as a small niche in the first century AD to the most popular religion in the world today. Using the structure and beats of the Monomyth “Hero’s Journey,” students learn and explain history through storytelling, creating a graphic novel to display the growth and development of Christianity. The course includes content from the three major divisions of Christianity–Eastern Orthodoxy, Roman Catholicism, and Protestantism–to encapsulate a global view of the church, rather than a strictly Western-based analysis. The course culminates with students pitching their graphic novel to their peers, helping them see the unexpected journey of Christianity throughout its history.

(Year 3 Semester Course)

“You learn a lot about someone when you share a meal together.”- Anthony Bourdain. This course connects food with our humanity. America will be the reference point to better understand the impact food has on cultures globally. Students examine different food items, literature, kitchens, public food policy, and films spanning from the 1700s to the present. From reading and talking, to cooking and eating, students learn why food is such an integral part of the human experience.  

(Year 3 Semester Course)

From the earliest days of the United States, sports have pulled communities together, as well as creating bitter rivalries between cities. This course examines the history of sports, their foundations, as well as the role sports and athletes have played in shaping and changing society. With baseball as a main emphasis, students study the five main sports of the U.S., sports with a more global interest, and the Olympics. Students develop an understanding of the relationship sports have on social, economic, cultural, and political forces in the United States and globally. Historical investigation is done through readings, primary sources, audio, and visual materials as well as class discussions. Students develop an understanding of why and how sports have become a popular cultural phenomenon, and how they are a reflection of society.

(Year 3 Semester Course)

World War II is an epic story. The primary purpose of this course is to humanize the World War II narrative by focusing on untold stories of its participants, emphasizing their service and their sacrifice. Students analyze the traits and values that animate the service and sacrifice of the Greatest Generation. A secondary purpose is to examine war itself, and its realities (what does war look like, act like, sound like, smell like?), while trying to understand how combatants endure this hostile environment. Lastly, the course validates the proposition that World War II is an influential American Civil Rights story.

(Year 3 Semester Course)

The Vietnam War is a complex and controversial subject. This course navigates the contentious story by presenting perspectives of all sides, including: the Cold War context, Vietnamese nationalism, presidential policies, military tactics and strategies, American servicemen and women, Vietnamese combatants and civilians, the print and televised media, rock ‘n’ roll music as well as the American home front. Students analyze the absurd nature of war (what does war look like, how does war act, what does it feel like, what does it sound like, what does it smell like?) and sympathize with the combatants who endured this hostile environment.

(Year 3 Semester Course)

When Thomas Jefferson wrote in the Declaration of Independence that “all men are created equal and endowed by their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of Happiness” an American creed was birthed elevating the social and political expectations of the aspiring nation to a high and noble standard. The stated values of equality and liberty immediately produced a national conundrum: How would the United States fulfill its founding ideals and satisfy its vow to all its inhabitants? This national dilemma sparked many moments of challenge and reform that contributed to a history of the “Long Movement,” consisting of individuals, groups, organizations, and elected officials who agitated and acted in an effort to transform America into a more perfect version of itself.

(Year 3 Semester Course)

Placing women at the center of interpretation, this course explores the impact of historical events on the lives of women in the United States and globally. The course analyzes the chronological developments of women in history from prehistoric times to the present with a focus on the political, social, cultural, and economic forces that influenced the behavior and societal expectations for women. While tracing larger trends and identifying common experiences, close attention is given to the specific experiences of individual women in order to shed light on the differences and divisions among them. Students learn how a wide variety of women responded to shifting trends and examine how their active participation helped shape societies.

(Year 3 Semester Course)

This course unveils the rich history of 17th to 19th century Western Europe through the medium of art, examining the key movements, like neoclassicism, artists like Caravaggio and Goya, and cultural shifts that shaped the visual arts. Throughout the course, students engage with diverse artistic styles and the social, political, and philosophical contexts that influenced them. The course also addresses the rise of modernity, exploring how art responded to industrialization, urbanization, and the changing role of the individual in society.

(Year 3 Semester Course)

This course explores American history through the lens of fashion, examining how clothing trends and styles have reflected and influenced social, political, and cultural movements throughout the country’s development. Students trace the evolution of fashion from the British colonial era to the present, investigating how fashion choices were shaped by economic shifts, cultural trends, and national and local events. The course highlights key figures in fashion history and explores how their designs reflected broader societal changes. Through examining primary sources and project development, students analyze how fashion communicates identity, status, and community in various American historical contexts. Students gain a deeper understanding of how fashion acts as both a personal and collective form of expression in American history.

(Year 3 Semester Course)

This course offers a chronological exploration of music’s evolution from ancient civilizations to the present day, covering both instrumental and vocal traditions, as well as diverse modes of listening—from the church to streaming platforms like Spotify. As a survey of musical developments, students explore how music has both shaped and been shaped by the social and historical contexts in which it was created. The course highlights pioneering musicians and their groundbreaking contributions, examining their lasting influence on musical styles and traditions across different periods. Students explore the profound impact of music on cultures worldwide and examine how these cultures, in turn, have influenced the creation and expression of music.

(Year 3 Semester Course)

It is paramount that students understand the importance of their role as informed and active citizens. Students in this course learn the structure and processes of the federal government and its relationship with state and local governments. Students learn their rights and responsibilities as citizens and how to exercise these rights and responsibilities in local, state, and national government. This course will end in a formal presentation that is aimed at synthesizing all that students have learned. Students pick a relevant topic, participate in guided research, write a paper, and then present their findings to a panel of students, guests, and faculty members at the end of the course.

(Year 4)

Prerequisite: teacher recommendation.

This course provides students with the political knowledge and reasoning processes to participate meaningfully and thoughtfully in discussions and debates that are currently shaping American politics and society. It is important to note that this course is not a history course; it is a political science course that studies the interconnectedness of the various parts of the American political system and the behaviors and attitudes that shape this system and are the by-product of this system.

This course creates a strong foundation for students’ mathematical understanding by focusing on developing fluency with solving linear equations, inequalities, systems and quadratics. This course also explores linear, quadratic, and exponential functions graphically, numerically, and symbolically to provide the necessary prerequisite skills needed for future math courses. Students use problem-solving strategies, analyze critically, and communicate rigorous arguments to justify their thinking. Under teacher guidance, students learn in collaboration with others while sharing information, expertise, and ideas.

This course introduces students to formal geometric proofs and builds upon their prior knowledge of basic figures, developing a more thorough understanding of their properties and relationships. The course begins with foundational geometric concepts and introductory logic and proof-writing, progressing to exploring and analyzing properties of two- and three-dimensional figures, and culminating in right-triangle trigonometry and circles. Students explore geometric transformations, understanding triangle congruence through rigid motions and triangle similarity through dilations and proportional reasoning.

Prerequisite: completion of the prior math course with a year-long grade of 93% or better, meets or exceeds benchmark score on the placement test, and teacher recommendation.

This course introduces students to formal geometric proofs and builds upon their prior knowledge of basic figures, developing a more rigorous understanding of their properties and relationships. The course begins with foundational geometric concepts and introductory logic and proof-writing, progressing to exploring and analyzing properties of two- and threedimensional figures, and culminating in right-triangle trigonometry and circles. Students explore geometric transformations, understanding triangle congruence through rigid motions and triangle similarity through dilations and proportional reasoning. Topics from Algebra 1, including solving systems of equations, graphing linear equations, and solving quadratic equations are integrated to strengthen algebraic reasoning within geometric contexts. Major emphasis is placed on problem-solving, precise academic language, and logical quantitative reasoning. Students also participate in math competitions.

This course is an extension in depth and breadth of the study of many of the topics in Algebra 1 and some additional topics as well. Topics include: real numbers; order of operations; inequalities; interval notation; equations of linear functions and their graphs; solving linear systems of equations; factoring polynomials; laws of exponents; solving quadratic equations; simplifying rational expressions and complex fractions; radicals; imaginary and complex numbers; graphing functions and their transformations; solving exponential and logarithmic equations, and a brief introduction to right triangle trigonometry.

Prerequisite: completion of the prior math course with a grade of 93% or better, meets or exceeds benchmark score on the placement test, and teacher recommendation.

This course extends students’ understanding of functions and real numbers and increases the tools students have for modeling the real world. Students in Algebra 2 extend their notion of number to include complex numbers and see how the introduction of this set of numbers yields the solutions of polynomial equations. Students deepen their understanding of the concept of function and apply equation-solving and function concepts to many different types of functions. The system of polynomial functions, analogous to integers, is extended to the field of rational functions, which is analogous to rational numbers. Students explore the relationship between exponential functions and their inverses, the logarithmic functions. Trigonometric functions are extended to all real numbers, and their graphs and properties are studied. Finally, students’ knowledge of statistics is extended to include understanding the normal distribution. The honors course covers additional topics, incorporates more challenging application and evaluation questions on assessments, and has a higher expectation for abstract reasoning and for the construction of viable arguments. Students also participate in math competitions.

Prerequisite: completion of the prior math course with a year-long grade of 93% or better, meets or exceeds benchmark score on the placement test, and teacher recommendation.

This course extends students’ understanding of functions and real numbers and increases the tools students have for modeling the real world. Students in Algebra 2 extend their notion of numbers to include complex numbers and see how the introduction of this set of numbers yields the solutions of polynomial equations. Students deepen their understanding of the concept of function and apply equation-solving and function concepts to many different types of functions. The system of polynomial functions, analogous to integers, is extended to the field of rational functions, which is analogous to rational numbers. Students explore the relationship between exponential functions and their inverses, the logarithmic functions. Trigonometric functions are extended to all real numbers, and their graphs and properties are studied. Finally, students’ knowledge of statistics is extended to include understanding the normal distribution. The honors course covers additional topics, incorporates more challenging application and evaluation questions on assessments, and has a higher expectation for abstract reasoning and for the construction of viable arguments. Students also participate in math competitions.

Pre-calculus students master the advanced math topics necessary for preparation for calculus through investigations, graphs, coursework, online technology, and other resources. Students develop reading skills, number sense, and math literacy to become better critical thinkers and persistent problem solvers. Precalculus combines concepts of trigonometry, geometry, and algebra needed to prepare students for the study of calculus, physics, other sciences, and engineering in college. The course strengthens students’ conceptual understanding of problems and mathematical reasoning in solving problems. Topics covered include a review of basic algebraic concepts; analysis of functions and techniques for graphing polynomial, rational, algebraic, exponential, logarithmic and trigonometric functions; identities; sequences and series, the formation of algebraic proofs; conics; polar coordinates; vectors; and possibly an introduction to limits and derivatives.

Prerequisite: completion of the prior math course with a grade of 93% or better, meets or exceeds benchmark score on the placement test, and teacher recommendation.

This course covers introductory topics of differential calculus including differentiation, limits and solving related problems. Besides covering additional topics, this course incorporates more challenging application and evaluation questions on assessments, has a higher expectation for abstract reasoning and for the construction of viable arguments. Students also participate in math competitions. This class prepares students for AP Calculus AB.

Prerequisite: completion of the prior math course with a grade of 93% or better, meets or exceeds benchmark score on the placement test, and teacher recommendation.

This course also covers introductory topics of differential calculus including differentiation, limits and solving related problems. Besides covering additional topics, this course incorporates more challenging application and evaluation questions on assessments, has a higher expectation for abstract reasoning and for the construction of viable arguments. It moves at a faster pace than pre-calculus honors by covering calculus during quarter 4. Students also participate in math competitions. This class is required for students wishing to enroll in AP Calculus BC the following term.

This course is designed for the student who has successfully completed a pre-calculus course. It exposes students to the concepts and themes in a first semester college calculus class. It covers much of the same material as the AP course at a less intensive pace. The course begins with a review of functions and limits. The theory and techniques of differentiation and integration of polynomial and basic trigonometric functions are the primary topics of this course along with applications for both differentiation and integration. This course provides a strong foundation that gives students the tools to succeed in future mathematics courses.

Prerequisite: teacher recommendation and qualifying score on diagnostic test.

AP calculus AB is an introductory college-level course. Students cultivate their understanding of differential and integral calculus through engaging with real-world problems represented graphically, numerically, analytically, and verbally and using definitions and theorems to build arguments and justify conclusions as they explore concepts like change, limits, and the analysis of functions.

Prerequisite: completion of accelerated Pre-Calculus Honors, teacher recommendation, and qualifying score on diagnostic test.

AP calculus BC is a college-level course. Students cultivate their understanding of differential and integral calculus through engaging with real-world problems represented graphically, numerically, analytically, and verbally and using definitions and theorems to build arguments and justify conclusions as they explore concepts like change, limits, optimization, accumulation, convergence, and the analysis of functions.

Prerequisite: completion of AP Calculus BC. This course is for students who have successfully finished AP Calculus BC or have received special consideration from the instructor.

Students explore vector-valued functions, including their differentiation and integration and applications such as velocity, acceleration and as a position function in three dimensional space. Differentiating and integrating functions of several variables including partial derivatives and differentials will be covered including the maximum and minimum of several variables. Examining area and volume and surface area with multiple integrals is stressed. The course finishes with vector fields, Green’s Theorem, parametric surfaces, the divergence theorem, Stokes’s Theorem, linear algebra, and probability. Complex variable operation using Euler’s notation are discussed extensively.

This course focuses upon the basic principles of statistical reasoning and teaches students how to use the four steps of the statistical process: ask questions, collect data, analyze data, and derive conclusions. Using pedagogical tools and real-life examples, this course prepares students to use statistics in college courses and in any career. This course covers all the topics found in an introductory statistics course. A summative project evaluating a student’s ability to use statistics in their local environment culminates the course.

Prerequisite: teacher recommendation and qualifying score on diagnostic test.

This course is equivalent to an introductory, non-calculus-based college course. Students are introduced to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes: exploring data; describing patterns and departures from patterns; sampling and experimentation; planning and conducting a study; anticipating patterns; exploring random phenomena using probability and simulation; statistical inference; estimating population parameters and testing hypotheses. Students develop an understanding of statistics using technology, investigations, problem solving, and writing as they explore concepts like variation and distribution; patterns and uncertainty; and data-based predictions, decisions, and conclusions.

(Entry into ensemble by audition)

A variety of jazz literature/styles are explored in this course, e.g., swing, Latin, bebop, bossa-nova, fusion, and others. Basic music theory, scale and rhythmic studies, and improvisation will are included. Students are encouraged to improvise during most class meetings. This is not an entry-level class, and students must be able to show proficiency on their instrument to enroll.

(Entry into ensemble by audition)

This course is open to all students playing traditional band instruments. Students must have prior playing experience in either classroom instruction and/or private instruction and be able to demonstrate proficiency on their instrument and be able to read music. Traditional band literature is explored, e.g., orchestral transcriptions, marches, movie scores, pop, and others. Basic music theory, scale and rhythmic studies are included.  Students participate in several performances throughout the  school year. 

(Entry into ensemble by audition)

The orchestra course is an ensemble for students who play stringed instruments associated with the Western European traditions (violin, viola, cello, and upright bass). Performances of various genres of music include traditional orchestral music of the Baroque, Classical, Romantic eras and the 20th century, as well as popular, rock, and jazz literature. Music theory, improvisation, and chamber music performance practice are included. This is not an entry-level class, and students must be able to show proficiency on their instrument to enroll.

Beginning Guitar:

This course is an introduction to the history and performance of guitar in its many styles. It includes the study of American folk genres, such as blues, jazz, folk, and modern rock, as well as classical repertoire transcribed for the guitar. These genres are used as a tool for understanding the rudimentary elements of music, expressive devices, and how these can be used to evoke feelings and meaning in a cultural context. Students learn how to play single-note melodies as well as rhythmic harmonic accompaniment through chords. They perform these both as solos and ensemble groups. 

Intermediate Guitar:

Prerequisite: Beginning Guitar

Students will build on the basic concepts learned in Beginning Guitar. More advanced chords will be taught including bar chords, as well as alternative chord voicings in various fret positions. More advanced melodic playing and note reading will be expanded upon. Advanced theory and performance practice will be emphasized. Students will also research habits of discipline and career paths associated with the guitar and the way guitar can be used alongside other artistic fields and media.

Advanced Guitar:

Prerequisite: Intermediate Guitar

Students will further build on the concepts learned in Intermediate Guitar. Advanced chords will be taught including bar chords, as well as alternative chord voicings in various fret positions. Students will explore intricate rhythms and mixed meters. Advanced melodic playing and note reading will be further expanded upon. Advanced theory and performance practice will be emphasized. Students will also research habits of discipline and career paths associated with the guitar and the way guitar can be used alongside other artistic fields and media. Career paths and potential college audition aspects will be discussed.

In this course the Digital Audio Workstation (DAW) format of Apple’s Logic Pro X is taught. Students gain a basic knowledge on Musical Instrument Digital Interface (MIDI) and audio recording, as well as editing recorded tracks and regions. An overview of basic functions of Logic Pro X is presented so that at the end of the course, students can record their own musical projects and convert to mp3 format.

Prerequisite: Beginning Digital Recording.

Advanced students in this course expand on their knowledge of Apple’s Logic Pro X by utilizing templates, screen sets, and learning studio etiquette. An emphasis is placed on Mixing & Mastering while exploring Post-production techniques. Students learn how to mix their projects using EQ, compression, reverb, delay, sends, and auxiliary tracks.

Beginning Piano:

This course is for the student who has never studied piano. Students in this course develop entry-level keyboard and musicianship skills, including fundamental technique, elementary music theory, basic scales, pedaling and music reading. Chords and melody are emphasized, and students learn a variety of simple musical pieces and folk songs. At the end of the course, students will posess a fundamental overview of basic piano skills. This course is not for the student who has played for a few years but just wants to brush up on their skills.

(Semester)

This course is designed to develop musical skills that will lead to a thorough understanding of music composition and music theory. The emphasis is on the rules of theory and composition, ear training, sight singing, score analysis, and contemporary chord theory. Offered in a semester format, students learn music theory on a deeper level in a very quick paced setting.

Vocal audition required

OC Voices is a mixed choir experience for advanced vocal students who have previous singing experience. Group auditions are held in the spring of the previous school year. OC Voices focuses on development of a cappella sound and techniques related to contemporary a cappella singing. Students build upon development of vocal techniques that will be applied to different vocal styles including classical, pop, rock, jazz, and music theatre. The class includes advanced instruction in vocal production, ensemble singing, solo performance, microphone technique, stage movement, and basic theory. Focus on developing stage presence and understanding stage movement is emphasized along with choreography for specific performances. Students will participate in multiple public performances throughout the year.

Oaks Chorale is a mixed (SATB) choir course. Instruction in vocal production, ensemble singing, solos performance, microphone technique, stage movement, and basic theory is included. Focus on developing stage presence and understanding stage movement is emphasized. Students participate in at least one public performance each quarter. Students learn vocal techniques that are applied to different vocal styles including classical, pop, rock, jazz, and music theatre.

Prerequisite: One year of high school choir; vocal audition required.

The course includes advanced instruction in vocal production, ensemble singing, solo performance, microphone technique, stage movement, basic theory, and development of stage presence. Students participate in at least one public performance each quarter. All students are required to be in a small performing ensemble (duets, trios, quartets, etc.) and are asked to work on a solo, as well. Focus on developing stage presence and understanding stage movement is emphasized. Students build upon vocal techniques that will be applied to different vocal styles including classical, pop, rock, jazz, and music theatre.

This course is designed for students who plan to learn dance. There is no experience necessary. Students are taught basic technique, creativity, physical awareness, personal expression, endurance, rhythm, and basic choreography skills. Students develop their dance vocabulary and techniques in many styles of dance including but not limited to jazz, tap, ballet, contemporary, and hip hop. Students also develop their creative abilities and creative discipline through performance. 

Prerequisite: Dance I or prior dance training; placement audition required.

This course is designed for students who want to expand their knowledge and ability in dance. Students should have some experience of dance before entering this class and/or completion of Dance 1. Students grow in areas of technique, creativity, physical capabilities, personal expression, endurance, rhythm, and choreography; both learned and created. Students develop and expand their dance vocabulary and skills in many styles of dance, including but not limited to hip hop, ballet, tap, jazz, and contemporary. Students also develop their creative abilities through improvisation, choreography, and performance.

Prerequisite: Dance II and/or prior dance training; placement audition required.

This course is designed for students who are intermediate dancers. Students’ minds and bodies will be challenged by working on their preexisting technique, focusing on refining movements and improving their skill set. In this course, students grow in their flexibility, strength, ability to pick up choreography, placement, and coordination. Students continue to develop their creative abilities through more advanced improvisation and learning more difficult choreography and how to perform it. 

Prerequisite: Dance III or prior dance training; placement audition required.

This course is designed for students who are intermediate/advanced dancers. Students’ minds and bodies are challenged and expanded by focusing on technique as well as their ability to learn, retain, and create choreography. Students develop and expand their pre-existing dance vocabulary and skills; concentration is placed on body alignment, technical accuracy, and quality of movement. Students continue to develop their creative abilities and creative discipline through more advanced improvisation, choreography, and performance. They learn multiple styles of dance including, but not limited to advanced levels of ballet, jazz, contemporary, and hip hop. 

Prerequisite: Dance IV and/or prior dance training; placement audition required.

This course is designed for students who are advanced dancers. Students’ minds and bodies are challenged and expanded by focusing on performance. Students develop and expand their pre-existing dance vocabulary and skills; concentration is placed on style, storytelling through their movement, and performance. Students continue to develop their creative abilities through more advanced improvisation, choreography, and performance which include advanced levels of ballet, jazz, contemporary, hip hop, and tap. 

Prerequisite: Prior dance training; placement audition required.

This course is designed for advanced and pre-professional dancers. It has a focus on well developed technique, picking up advanced choreography, and stylized movement. Students are challenged by having many performance opportunities in multiple performance spaces. Students continue to develop their creative abilities through more advanced improvisation, choreography, and performance which include advanced levels of ballet, jazz, contemporary, hip hop, and tap.

In this course, students learn the basics of songwriting including what makes a good melody, form, beginning harmonic structures, rhythmic aspects, and lyric writing. Collaboration with other songwriters is an important element of this class. Production of songs is investigated, and early techniques is taught using the Digital Audio Workstation Logic Pro X to demonstrate songs written.

This course is designed for both aspiring actors and behind-the-camera artists, offering an immersive exploration into the art of on-screen performance. Students look at a variety of acting techniques tailored specifically for the camera, mastering the nuances that differentiate stage acting from film and television performance. Through hands-on exercises and scene work, students gain a meaningful understanding of how to connect authentically to the material, bringing characters to life in a truthful way. Students apply these skills to techniques needed for industry standard self-taped auditions. In addition to technique, students become familiarized with industry terminology, equipping them with the language and knowledge necessary to navigate future experiences on set. Students benefit from exclusive master classes led by seasoned industry professionals, offering insights and real-world experiences that will inspire their craft.

Prerequisite: Acting for the Camera I / Institute of Arts and Innovation Membership Mandatory.

Produced in association with the film program, students in this course will be involved as actors and collaborators in student-created filmed content. Examples of past projects are student produced films and a 6-episode web series. In addition, students continue to deepen their scene study work in the classroom and be inspired by master classes with industry professionals when not on set.

(Semester)

Students in this course learn the basics of space work, scene development, and character creation. They “get on their feet” with short-form and long-form improv. Students work to find their unique comedic voice.

Prerequisite: all students must be approved by teacher based on experience.

A small group of hunter-gatherers huddle around a fire as the chief jumps on a large rock, draped in animal skins for emphasis, they reenact the hunt. Let’s see… there’s lighting, a stage, an audience, an actor and costumes; that’s theatre! But how did we get from Ugg’s New Coat to Shrek the Musical? This course explores and learns from the diverse performance styles of the late and recent past. Topics include stage-combat, Shakespeare, clowning, and advance theatre movement. Major emphasis is on expanding physical awareness, magnifying inner-life, and enhancing performance technique. 

Prerequisite: all students must be approved by teacher based on experience.

In Advanced Performance Technique students deepen their approach for script analysis and scene study. Students establish strategies for building characters, for driving a scene and for honoring the playwright’s intent. The major emphasis of this course is on attaining truthful and compelling behavior in performances. 

This is a lab-based course in which students learn about the living world from the simplest cells to complex interactions between living organisms and their environment. Emphasis is placed on hands-on laboratory investigations where students actively collect and analyze data, draw conclusions and read articles relevant to current scientific advances. Major topics include chemistry of organic compounds, cell structure and function, ecology, genetics, origins, and body systems (digestive, circulatory, respiratory, and system interactions).

Prerequisite: completion of previous science class with a grade of 93% or better, qualifying score on placement test, and teacher recommendation.

This lab-intensive course is a challenging study of the biological sciences. Major emphasis is placed on chemistry, cell structure and function, ecology, exploring the vast range of living organisms, human systems, genetics, evolution, biotechnology, and the human genome. Students are equipped to evaluate new discoveries, ideas, and opinions in a manner that allows them to correctly discern truth. Students form their own reasoned position on these issues. This course covers more topics and topics more in-depth. Typically, the student enters honors biology with advanced mathematics standing and a high interest in science

Prerequisite: completion of Biology and Chemistry with a grade of 90% or better and teacher recommendation.

This rigorous, fast-paced course provides students with conceptual and factual scientific knowledge, as well as help develop the analytical skills necessary to deal critically with the rapidly changing science of biology. Classes will consist mostly of lecture and discussion, except for the required labs. This course covers all the major topics of biology, including natural selection, the chemistry of life, the structure and function of the cell, cellular energetics, cell communication and cell cycle, heredity, gene expression and regulation, and ecology.

This course gives students a thorough grounding in the basic principles of inorganic chemistry. The emphasis is to help students make sense of their observations in the macroscopic world with evidence-based reasoning and express scientific ideas and relationships in multiple formats. Lab experiments challenge students to revise their thinking in order to describe or explain the evidence they encounter. Students use a number of representational tools (verbal, diagrammatic, graphical, algebraic) and move readily from one to another when describing phenomenon.

Prerequisite: completion of Biology with a grade of 90% or better and teacher recommendation, OR completion of Biology Honors with a grade of 83% or better and teacher recommendation.

This course gives students a thorough grounding in the basic principles of inorganic chemistry. The emphasis is to help students make sense of their observations in the macroscopic world with evidence-based reasoning and express scientific ideas and relationships in multiple formats. Lab experiments challenge students to revise their thinking in order to describe or explain the evidence they encounter. Students use a number of representational tools (verbal, diagrammatic, graphical, algebraic) and move readily from one to another when describing phenomenon. This course covers more topics and topics more in-depth. Honors students are required to demonstrate a higher proficiency in science practices with a strong emphasis on mathematical reasoning.

Prerequisite: completion of Chemistry or Chemistry Honors with a grade of 90% or better and teacher recommendation, completion of Geometry Honors with 83% or better, and concurrent enrollment in Algebra 2 or higher.

This course is grounded in four big ideas, which are cross-cutting concepts that build conceptual understanding and spiral throughout the course: scale, proportion, and quantity; structure and properties; transformation; and energy. The course content is organized into nine units: atomic structure and properties, molecular and ionic compound structure and properties, intermolecular forces and properties, chemical reactions, kinetics, thermodynamics, equilibrium, acids and bases, and applications of thermodynamics. The science practices are central to the course, and practice of chemistry is applied on a regular basis, including an extensive lab portion for which students are required to maintain a laboratory notebook. The science practices include models and representation, question and method, representing data and phenomena, model analysis, mathematical routines, and argumentation.

Prerequisite: completion of Biology and Chemistry and teacher recommendation.

This is a lab-based course examines the role of molecular biology and bioethics in biotechnology. It introduces students to biotechnology laboratory skills, including documentation, safety, and solution preparation. Major emphasis is placed on aseptic techniques, DNA amplification using polymerase chain reaction (PCR), recombinant DNA techniques, protein purification, spectrophotometry, and electrophoresis techniques. A key aspect of this course is the examination of ethics in biotechnological approached from a Biblical worldview. In each unit, students address ethical questions related to the unit content and techniques. This course teaches student-scientists to evaluate information and make informed decisions, especially when larger ethical questions may be involved.

This is an entry-level course designed to develop in the students an understanding of the general physical laws of the universe, and an ability to apply those laws to specific situations conceptually and mathematically. This requires the use of good skills in algebra and basic trigonometry. Hands-on experiences are utilized to demonstrate concepts under discussion and also to provide students opportunities to gather, analyze, and interpret actual data.

Prerequisite: completion of Geometry Honors with 83% or better, concurrent enrollment in Algebra 2 (Algebra 2H if grade 9), and current science teacher recommendation.

This is an algebra-based course structured around the five big ideas: systems, fields, force interactions, change, and conservation. Understanding of physical concepts and problem-solving using mathematical models are emphasized. Students cultivate their understanding of physics through inquiry-based investigations, through which they develop and apply the foundational physical models used in the course. Approximately 25 percent of instructional time is handson laboratory work with an emphasis on inquiry-based investigations and conceptual model building. Investigations will require students to ask questions, make observations and predictions, design experiments, analyze data, and construct arguments in a collaborative setting. This course relies on inquiry learning, graphical and mathematical model development, and active problem solving as the primary means for studying physics. Student-designed investigations, discussions, and questions will be the driving force behind the learning process. There is an emphasis on solving problems by selecting and applying appropriate scientific models and on expressing the problem-solving process using multiple representations.

Prerequisite: completion of AP Physics I, concurrent enrollment in Algebra 2 or higher, and teacher recommendation.

This is an algebra-based course structured around seven big ideas: systems, fields, force interactions, change, conservation, waves, and probability. Understanding of physical concepts and problem solving using mathematical models are emphasized. Students cultivate their understanding of physics through inquiry-based investigations, through which they develop and apply the foundational physical models used in the course. Approximately 15 percent of instructional time is hands-on laboratory work with an emphasis on inquiry-based investigations and conceptual model building. Investigations require students to ask questions, make observations and predictions, design experiments, analyze data, and construct arguments in a collaborative setting. This course will rely on inquiry learning, graphical and mathematical model development, and active problem solving as the primary means for studying physics. Student-designed investigations, discussions, and questions are the driving force behind the learning process. The emphasis is on solving problems by selecting and applying appropriate scientific models and on expressing the problem solving process using multiple representations. It is strongly recommended for students to finish at least Algebra 2 math level to overcome math challenges during the course.

Prerequisite: completion Biology and Chemistry with a grade of 83% or better and one year of Algebra, and teacher recommendation.

Unlike many other AP courses, Environmental Science is unique in its interdisciplinary nature which includes geology, biology, ecology, chemistry, physics, economics, philosophy, and politics. AP Environmental Science is an option recommended for students who are not necessarily planning on a science major in college. It is a laboratory science involving quantitative and qualitative analyses of air, water, soil, biodiversity, population, energy, toxicity, and many other related investigations. Assessments and assignments will include debates, reading, notes, lab reports, worksheets, essays, creative presentations, quizzes, projects, and tests.

This course is an advanced biology course, designed for the student interested in the structure and function of the human body, and for students who are interested in biological or medical careers. Structure is addressed in the anatomy portion of the class and function in the physiology portion; both subjects will be presented concurrently. The classroom component consists of lectures, videos, and typical classroom activities. The laboratory component will occur both in the lab and outdoors. Experiments will consist of dissections, wetlabs, and computer-simulated labs. More emphasis is directed towards anatomy as opposed to physiology.

Prerequisite: completion of Biology and Chemistry with a grade of 90% or better or Biology Honors and Chemistry Honors with a grade of 83% or better and teacher recommendation.

This course is an advanced biology course, designed for the student interested in the structure and function of the human body, and for students who are interested in biological or medical careers. Structure is addressed in the anatomy portion of the class and function in the physiology portion; both subjects will be presented concurrently. The classroom component consists of lectures, videos, and typical classroom activity. The laboratory component occurs both in the lab and outdoors. Experiments will consist of dissections, wet-labs, and computer-simulated labs. Typically, the student enters this course with advanced mathematics and a high interest in science. Certain lab experiments reflect the depth of topics covered.

This course is an introduction for students to the anatomy and physiology of the human body and how it relates to athletes and sports medicine. The course covers introductory topics regarding specific systems of human anatomy and progresses to correlation of treatment from general first aid to advanced treatment protocolsfor common athletic injuries. The hands-on lab work spans from dissection to physiology-based labs to medical evaluation and treatment protocols. At the end of the course, students should have a basic knowledge of the human body and treatments particular to athletes’ sport Injuries. Students who are seeking to pursue a career in sports or fitness will find this course challenging and rewarding.

The course is the study of aquatic biomes including the ocean, estuaries, lakes, and rivers. The flora and fauna are covered with detailed study of characteristic species, including mammals, osteichthyes, chondrycthyes, gastropods, cephalopods, cnidarians, ctenophores, crustaceans, and sponges. The class involves lecture, discussions, laboratories, and field trips, lab reports, research papers, section exams, and participation in all aspects of the class. Students explore the environment firsthand. After completing the class, students identify the makeup of the ocean, factors that influence the oceans’ salinity, temperature, organisms, and the characteristic of vertebrates and invertebrates in the different parts of the ocean. Students also understand the effect man has on the ocean, and his responsibility to protect it.

Prerequisite: completion of Biology and/or Chemistry with a grade of 83% or better and teacher recommendation.

The course is the study of aquatic biomes including the ocean, estuaries, lakes, and rivers. The flora and fauna are covered with detailed study of characteristic species, including mammals, osteichthyes, chondrycthyes, gastropods, cephalopods, cnidarians, ctenophores, crustaceans, and sponges. The course involves lecture, discussions, laboratories, and field trips, lab reports, research papers, section exams, and participation in all aspects of the course. Students explore the environment firsthand. After completing the class, students will be able to identify the makeup of the ocean, factors that influence the oceans’ salinity, temperature, organisms, and the characteristic of vertebrates and invertebrates in the different parts of the ocean. Students understand the effect man has on the ocean, and his responsibility to protect it. Students in this course complete more advanced labs (e.g. dissections) learn more complex systems, and cover more information. In general, the class differs mostly in depth of topics covered and in the inclusion of certain topics. Typically, the student enters marine biology honors with advanced mathematics and a high interest in science. Certain lab experiments reflect the depth of topics covered.

This course covers the foundations of health sciences including medicine, personal/behavioral health, government services, and biotechnology. This course focuses on the wonder of God’s preeminent creation and the intricacies of the human body.

This course provides a foundational overview of digital art and design. Students explore key tools such as Adobe Photoshop, Illustrator, and Fresco, along with the basics of film and photography, while also learning essential digital organizational practices. This course is ideal for both aspiring artists and students without a prior background in art who wish to build a strong foundation for their academic careers or any field of study they choose to pursue. Students develop a solid understanding of digital art techniques and design principles, gaining skills in image editing, graphic design, and visual storytelling that will serve them well in any future endeavor.

This course teaches the basics of graphic design using art and technology to help students use design as a creative communication process. Students also explore various methods used to create and combine words, symbols, and images to create a visual representation of ideas and messages. Students learn to identify and use the basic elements and principles of art and design. They explore and utilize industry-standard software programs, including Adobe Photoshop, Adobe Illustrator, and Adobe InDesign.

Prerequisite: Graphic Design I.

This course builds on the foundational knowledge and skills learned in Graphic Design I. Students take a deeper dive into layout and composition skills, and practice more advanced skills in Adobe Photoshop, Adobe Illustrator, and Adobe InDesign. New skills introduced in this second level include motion graphics and photography. With some experience now behind them, students will explore their own design passions and choose their own projects based on their favorite design styles and applications. Finally, students are challenged to apply their skills to help others, while guided by the teacher, in the Client Project unit.

Prerequisite: two years of Graphic Design or Photography (or advanced knowledge of digital media and instructor’s approval).

This is a unique course that allows students to develop a body of work that reflects their interests and personal style. Students consider digital mediums they want to explore further, or focus on a topic they are eager to investigate. The key to success in this course is self-discipline mixed with creativity. Students develop their concepts and set their goals and timelines. They will diligently create a body of work that shows their development as an artist or designer. Students may also opt to submit to the College Board for AP credit.

This digital video course provides students with a basic understanding of the technology and techniques used in film and explores ways in which it is created to achieve its desired effect on an audience. Learning the foundational principles of the production process, students go from script to screen on a variety of short films. Upon completion, students will demonstrate production skills and techniques, both in front of and behind the camera. Areas covered include script writing and storytelling, composition and movement, audio, lighting, and more.

Prerequisite: Film I.

Film is an encompassing art form, combining elements of theatre, photography and videography, music, and literature. Students are introduced to some of the greatest examples of each as part of the course. Students build on the knowledge acquired in film I while learning to self-advocate and market themselves. Partnering with local non-profit organizations, they experience the real-world challenges of working for clients. They produce music videos, work with green screen, and continue to develop filming and editing skills, as well as work habits necessary for real-world employment.

Prerequisite: Film II (offered alternating years with Documentary for Social Change).

In this hands-on course, students embark on the exhilarating journey of creating a feature-length film, culminating in a premiere at the annual spring film festival. Participants take on diverse production roles—ranging from director, producer, and director of photography, editor, sound mixer, and behind-the-scenes documentary director—through a competitive audition process. Throughout the year, students collaborate to write an original script, cast actors, and manage all aspects of production, including cinematography, sound design, and post-production. This course equips students with essential filmmaking skills and fosters teamwork, creativity, and a deep appreciation for the art of storytelling.

Prerequisite: Film II (offered alternating years with Film III).

In this dynamic year-long course, students embark on an immersive journey into the world of documentary filmmaking, exploring its diverse styles, techniques, and the profound impact it can have on society. Through a blend of theoretical study and hands-on practice, students analyze influential documentaries, understand the ethics of storytelling, and develop their unique voices as filmmakers. The course covers narrative structure, cinematography, sound design, and editing, while also delving into the history of documentary film and its role in social justice movements. Students engage in critical discussions about representation, bias, and the responsibility of a documentary filmmaker to their subjects and audience. Students brainstorm, research, and develop a 20-30 minute documentary to spark meaningful change in their community or the world. This project culminates in a screening event where students present their films, along with a discussion of the issues they addressed and the impact they hope to achieve. By the end of the course, students will have gained technical filmmaking skills and a deep understanding of how to harness the power of storytelling to inspire action and foster a better future.

This course introduces students to the workings of a news broadcast. Students have the opportunity and the responsibility to fulfill each of the positions, including anchor, reporter, camera operator, editor, and producer. A monthly news broadcast centered on student life on and off campus is produced by the class.

Students who take this course join a team of hard-working storytellers who are tasked with the responsibility of producing the high school yearbook—the premier student-produced publication. The book requires writers and photographers who bring basic knowledge and an eagerness to improve their craft. Through visual imagery and writing, students learn to interview, gather information through research, and compile beautiful spreads. Staff members speak into the decisions made about coverage and content, including the book’s theme. Yearbook teaches life skills of collaboration, problem-solving, communication, and meeting real-world deadlines.

In this course, students learn to see the world in a whole new way through the lens of a camera. They study the basics of universal camera functions as well as learn to apply and speak intelligently about what makes a quality photograph.

Prerequisite: Photography I.

In this course, students learn about the different types of professional photography such as advertising, adventure, travel, surf, nature, landscape, photojournalism, portrait, wedding, and humanitarian photography. They choose a specialty and develop their skills in both digital and film photography. They follow professional photographers that specialize in their area of interest. From on location photography to studio lighting, students learn advanced professional techniques. The course includes a trip to the central California coast to shoot on location. Each student develops both a print and digital portfolio to showcase their work. This class is designed to help students find and develop their passion and purpose in photography

Prerequisite: Photography II.

Throughout this course students engage in real-world projects, collaborating with nonprofits to affect positive change. Students focus on developing skills for storytelling with photographs. Students learn how to tell meaningful stories with individual images and with series of images set to original scripts and soundtracks. Students study some of the most impactful images in history and dissect how they told their stories. Each student applies the structure of storytelling to create projects that can have a positive impact on our school, the community, and the world.

Grades 10-12 only; priority give to Institute of Art and Innovation students.

This course investigates how to develop a successful story. Whether it is scriptwriting for film or theatre, visual storytelling through still story, animation or graphic novels, or writing for documentary or fiction, students learn how to move an audience through story. Students will develop characters, set the scene, and craft each part of a storytelling journey with the ultimate goal of communicating a meaningful message.

Ceramics is a foundational course for students interested in working with clay to create hand-built and wheelthrown pieces. Students focus on ceramic forms and surface enrichment including glaze application and kiln firing techniques. Structure, function, form, and decorative elements as well as the historical and cultural applications of ceramics are covered. Creative problem-solving is encouraged as students learn to work with this challenging but rewarding media.

Prerequisite: Ceramics.

This course is designed to develop concepts and techniques necessary to create sculptural forms and ceramics. For sculpture, it offers the advanced art student a chance to work in many materials available to sculptors today. Assemblage, clay, and wood sculpture are emphasized. Innovative sculptures are made from a variety of materials. For ceramics, this course can accommodate a range of skill levels. Students are challenged to deepen their knowledge of both technique and concept while becoming more fully involved in all aspects of the sculptural process. At this level, students are expected to give specific attention to craftsmanship and self-expression.

Prerequisite: Ceramics.

This course is for students who want to develop mastery of three-dimensional artwork and design skills to prepare a portfolio for college applications or to produce work for other real world applications. Using the elements of arts and the principles of design, students develop mastery in concept, composition, and execution of 3-D design elements. They use a variety of concepts and approaches to demonstrate their ideas and abilities, creating a body of work that reflects personal style and interests while showing artistic growth and development. The body of work shows versatility of techniques as they develop ideation and solutions to problems. Students submit their portfolios to a college of their choice. They will also have the opportunity to submit their portfolios to the College Board for AP credit.

This course is designed to combine skills and art expression with art history, theory and criticism. Students develop observatonal skills and technique, and learn to connect art with its role in culture, emotional and spiritual wellbeing. Students explore techniques using a range of materials including graphite, charcoal, pastel, ink, watercolor, acrylic paint, collage, and mixed media through hands-on projects. The course explores digital drawing and editing images on iPads. Students grow in their observational skills and learn to create meaning through the manipulation of the art elements and principles such as line, color, value, shape, texture, space, balance, and rhythm. Students discuss art thoughtfully as well as make personally meaningful pieces.

Prerequisite: Drawing and Painting.

This course builds on the fundamentals learned in Drawing and Painting. Students focus on improving observational skills and developing technical abilities including creativity and two-dimensional composition. Students concentrate on honing their artistic skills to capture light and shadow, texture, perspective, shape, and color by working from life. The goal of stronger technique is greater freedom. Students exercise liberty in choosing mediums and expand their preconceived ideas about media through mixed-media projects. Materials may include graphite, charcoal, ink, oil pastel, chalk pastel, watercolor, acrylic paint, oil paint, collage, and mixed media. Students respond to work by a variety of artists and consider how art can connect us to God and others. They explore how art communicates mood, message, and narrative. Students are personally challenged to look at themselves and consider God’s will for them as an artist, and what He may be asking them they to communicate with their creative gifts.

Portfolio is a unique course that allows students to develop a body of work that reflects their interests and personal style. Students consider any drawing and painting mediums they want to explore further and focus on a topic they are eager to investigate. The key to success in this course is self-discipline mixed with creativity and curiosity. Students develop their concepts, set goals and timelines with the focus on demonstrating growth. Then, they diligently create a body of work that shows their development as an artist and prepare for admission into a college art program. Students may also opt to submit their portfolio to the College Board for AP credit.

Prerequisite: one year of Drawing and Painting (or equivalent portfolio with instructor’s approval).

This course is for students who want to develop skills in animation. Using the foundations of drawing, students develop storyboards and design characters and worlds that come to life. The course covers animation basics of storytelling, movement, timing, key frames, walk cycles and developing personality. Students begin with traditional animation techniques, then move to stop motion, rotoscaping, and digital animation. Students consider how moving images have the power to transport the viewer to imaginary worlds and transform culture.

Throughout this course, students explore the process of bringing inanimate objects to life using everyday materials from life. Students grasp fundamental techniques and principles of stop motion, enabling them to craft their own animated shorts. Topics include diverse stop motion genres, including claymation, found object animation, sand animation, pixilation (using humans as puppets), cut-out animation (cutting magazines, papers), as well as character design and paper puppet animation. In addition, students explore critical elements such as storyboarding, background design, sound incorporation, composition, and the art of storytelling. The culmination of this course is to produce a short stop motion animation complete with an original narrative.

The journey of our favorite films began with scriptwriting. This course immerses students in crafting compelling screenplays for both short and feature-length films. It explores diverse narratives, delving into the human condition and enduring spiritual truths, with a particular emphasis on celebrating divine moments in mainstream cinema. The course analyzes storytelling’s impact on culture, studies powerful cinematic moments, and covers story structure, character arcs, concise dialogue, and writing techniques across drama and comedy genres. Students participate in screening scenes, reading scripts, generating ideas, pitching, writing, table reads, and submitting scripts for potential production in in the Institute of Arts and Innovation film courses. The first semester focuses on short films, while the second centers on writing a feature-length screenplay.

The Oaks Christian High School diploma requires 25 credits (1 credit = two semesters) and assures students not only exceed state graduation requirements but also meet expectations of top-tier universities. The diploma plan provides a well-rounded foundational study in all disciplines, ensures high expectations in performance in each discipline, and provides opportunities for students to showcase specialties as they advance further in some disciplines or add more electives from a certain field.

The honors and AP programs offer enrichment in which learning is done at greater depth and at a faster pace. The student in such a class is an accomplished reader and a skilled, analytical thinker. Each honors and AP course has specific prerequisites and necessary approvals by the department chair needed to enroll or stay in the program. Students may only take three (3) such courses per year unless petition for four (4) is granted by the academic office. Faculty may recommend that a student be dropped if it becomes clear, early in the year, that the placement is inappropriate. Any student earning a grade lower than C- at the semester may be moved to the college placement level of the same course wherever possible. Any student with excessive absences for any reason may be moved to the CP level of the same course upon teacher recommendation. A student who transfers from an honors class to the regular class will not receive any “grade bump.” Students enrolled in AP classes must take the AP exam in the spring (fee-charged by the College Board). Students who take an AP course and subsequently choose not to take the AP exam will have the AP designation removed from the course. Students not enrolled in AP classes are permitted to take the AP examinations upon approval of the AP instructor.

Oaks Christian offers five unique institutes for students who desire an in-depth course of study in the following areas: arts and innovation, Bible and discipleship, engineering, global leadership, and health science. In addition to their institute-specific course and additional curriculum courses, students also participate in off-campus excursions, meet and/or are mentored by industry professionals, have internship opportunities, take master classes and typically present a capstone at the end of their senior year. Enrollment in an institute is by application only. All institute students must meet all the graduation requirements in addition to their institute courses.

Students are expected to take a minimum of five (5) academic courses each semester, with a minimum of five (5) total courses for seniors, six (6) for juniors, and seven (7) for underclassmen (freshmen and sophomores). All exceptions to this are only granted through the academic dean. Students who need help structuring their time when not assigned to a class will be assigned accordingly.