High School Courses

This course addresses some of the most profound questions and issues pondered by Christians and asked by non-believers, and it prepares the Christians to defend the Faith with rational and evidential arguments in a spirit of gentleness and reverence.

Class Resources

The Gospel of Mark
The first semester is a verse-by-verse study of the shortest Gospel in the New Testament. It examines in more detail the person and mission of Jesus Christ. Throughout its pages, the text reveals the evidence that Jesus is the Son of God and the reason He came: “to serve, and to give His life a ransom for many.”

Biblical Interpretation and the Cults
The second semester teaches students how to observe, interpret, and apply the Bible. In addition, it covers the major cults and how their doctrines deviate from historical Christianity.

Class Resources

The first semester will be an introduction to philosophy from a Christian perspective consisting of a survey of the discipline’s major branches, such as metaphysics, epistemology, logic, ethics, and aesthetics. These subdisciplines will be explored by grappling with some of life’s deepest and most difficult questions (aka philosophical problems) and some of the notable philosophers who answered them. The students will learn critical thinking skills and how to present and defend an argument.

The second semester will introduce students to the purpose, methods, and content of theology. The course will take a systematic or doctrinal approach, consisting of units on key theological sub-disciplines such as bibliology, theology proper, christology, pneumatology, soteriology, ecclesiology, and eschatology. This course will be especially helpful for students who feel a call to ministry, for those who plan to pursue some kind of Christian/religious studies degree in college, or to those who simply enjoy thinking more deeply about life, faith, and Biblical teachings. Philosophy/Theology is open to juniors and seniors as an elective.

Juniors may choose to take this course to fulfill their Bible 11 requirement.

This course presents Christian principles involved in dating, marriage, and the family, and it teaches practical guidelines for maintaining a Christian marriage.

Fulfills elective requirement for graduation.

Class Resources

The Book of Acts
The first semester provides the recorded history of the expanding Church from Jerusalem, Judea, and Samaria to the ends of the earth. It also discloses the work of the Holy Spirit in the lives of the new followers of Christ.

New Testament Survey
The second semester examines two epistles found in the New Testament. Titus is a letter from the apostle Paul to a young minister on the island of Crete. It is an example of how Paul stresses both doctrine and practice. James is an epistle that helps Christians understand how their faith should affect their lives.

Fulfills elective requirement for graduation.

Survey of Paul’s Epistles
The first semester examines the major themes, dates, and settings of the letters written by the apostle Paul and found in the New Testament. Both doctrine and practice are emphasized.

World Religions
The second semester examines the historical development, tenets, and sects of Hinduism, Buddhism, Judaism, and Islam, and it unfolds the contrast between these four religions and Christianity.

Class Resources

Animation 2 is an art course that provides the students the opportunity to study the cultural history of animation as a storytelling medium of communication. The class introduces students to various techniques in creating motion through animation form. Students will be encouraged to be creative and original in writing scripts for their projects. They will have the opportunity to develop communication and presentation skills by pitching their ideas to an audience. They will gain experience in collaborating and problem-solving by working in a group to produce animation films. They will learn about the elements and principles of art by analyzing and evaluating professional animated work. They will develop critical thinking skills with multiple research projects. Students will have the opportunity to research and present career opportunities in the creative industry.

Prerequisite: Successful completion of Animation 1

The AP Computer Science A course developed by the College Board is equivalent to a first-semester, college-level CS1 course in computer science. The course introduces students to computer science with fundamental topics that include problem solving, design strategies and methodologies, organization of data (data structures), approaches to processing data (algorithms), analysis of potential solutions, and the ethical and social implications of computing. The course emphasizes both object-oriented and imperative problem solving and design using the Java programming language. These techniques represent proven approaches for developing solutions that can scale up from small, simple problems to large, complex problems.

During the first semester of this course, students will begin studying the basic concept of a program and how information is stored in a computer’s memory. They will learn to write code after learning about syntax, data structures, pseudo code, algorithms, and exploring the software development life cycle. During the first semester, students will also research different computer career specializations and the educational paths required to get there. In addition, the students will analyze the negative impacts of technology by identifying security and privacy risks. During the second semester, students will learn the difference between web development and web application development as well as explore programming languages used within the online world, such as JavaScript, HTML, CSS, and object-oriented languages.

This two-semester long course is designed for students in grades nine through twelve who have an interest in computer generated artwork and design intended for sale or marketing purposes. Students will explore and design basic computer and web based two-dimensional works of art with an emphasis on advertising and business marketing with a socially creative edge. Students are introduced to the elements and principals of visual design such as line, shape, and balance through the use of various software programs and digital media. Students will develop design skills which will be applied to real-world applications of commercial art by creating a range of viable art products (print advertisements, invitations, flyers, brochures, posters, etc.).

Prerequisite
Successful completion of Computer Graphics

Class Resources

This course will lead to the mastery of basic keyboarding and word-processing skills. Included topics will be the history of the computer, mastery of the Windows operating environment, proper file management and desktop publishing techniques, professional computer applications suite with emphasis on advanced word processing skills, spreadsheets and a graphics presentation program. Beginning programming skills are taught through the use of HTML, a web authoring language. Each student will learn to design web pages. (Not for students who have completed 7th or 8th-grade computer class.)

Prerequisite
9th grade level or above. Fulfills elective requirement for graduation.

Class Resources

Creating graphics on a computer is one of the fastest growing segments of the computer industry. This course will teach the fundamentals of utilizing powerful graphic creation software to build two-dimensional, three-dimensional, and animated graphics. Students will also learn advanced HTML and Java scripting, and creating web pages that will display graphics. Fulfills elective requirements for Practical Arts and Fine Arts graduation requirement.

Class Resources

This course is an introduction to the fundamentals of photography using a digital camera and photo editing software. Students will study how the digital camera captures images, how to best utilize the automatic and manual features, and the basic elements of photographic composition. Students will also study how to crop, edit, and enhance digital images using Adobe Photoshop.

Fulfills elective requirement for visual and performing arts graduation requirement. 

Internal Combustion Engines is a competency based class designed as an introductory Internal Combustion Engine mechanic course that introduces students to service and repair systems. It provides students with project-based experiences in Internal Combustion Engine technologies. Instruction includes an orientation, classroom and workplace policies and procedures, resource management, measurements, tools and equipment, and employability skills. Emphasis is placed on 2-stroke and 4-stroke engine designs, engine cooling systems, engine lubrication systems, engine electricity, charging systems, and starting systems.

This course will also provide students with the opportunity to apply and extend concepts studied in their math and science classes (related to algebra, basic arithmetic, physics, and electrical, computer, and chemical sciences) to the Internal Combustion Engine technology industry.

In order to take this course, students will be interviewed prior to March 15. Only 15 students are accepted. If there are more than 15, they will be placed on a waitlist.

The Heritage Christian Animation course allows students to dive into various aspects of traditional and 2D digital animation concepts and techniques. Students learn about the history of a fascinating and multi-dimensional art form and how far animation has come in a highly creative industry.  Students learn basic drawing fundamentals, principles of animation, layout, storyboarding, backgrounds, character design and much more. Students are taught drawing concepts coupled with digital techniques that will bring their art to life. Students learn about the amazing jobs and careers in the animation field. They will hear from guest speakers working in various areas of the industry. Throughout the entirety of the course, students gain an in-depth understanding of what animation entails and how their unique God given talents are valuable and used in a multitude of ways within the industry.

Introduction to Engineering Design and Robotics is a course for students to express themselves visually and showcase their creativity. Instruction is given in the following areas of architecture: elements of design, architectural history, technical sketching (including orthographic representation), dimension, perspective drawing, 2 point perspective drawing, hand-drawn 2D and 3D representations. Students also explore green architecture, clean energy, and computer-aided design. Through hands-on projects, students apply engineering standards while documenting their work and design in a notebook. Students design solutions to solve proposed problems and communicate solutions to peers and in competitions. The course will give students confidence in organized ideas, communication methods, teamwork, and the ability to work ideas into new and useful creations.

Introduction to Unmanned Aircraft Systems is the first course in a two year sequence. It is the prerequisite for Unmanned Aircraft Systems: Design and Production. In this introductory course, students will learn the fundamentals of unmanned aircraft systems (UAS). They will identify the core components of an UAS, also called a drone, and understand how these components interact with one another. Through the use of paper and foam models, students will learn the basics of aerodynamics and flight.

Students will understand the different protocols, Bluetooth, Wi-Fi, or RF, that remote pilots use to communicate with their drones. The Arduino microcontroller will be used extensively throughout the course, giving the students a hands-on approach to some of the more obscure concepts. By coding the Arduino, they will learn the fundamentals of procedural and object-oriented programming. Additionally, students will learn how to modify, troubleshoot, and repair a drone. Students will also become well versed in all aspects of lab safety. They will complete a number of lab exercises where they will be required to demonstrate their knowledge of how the different parts of a drone work and what steps are needed to fix them when they don’t. Students will learn how to isolate a problem and systematically attempt to repair it. They will also be asked to add task specific functionality, such as first person viewing (FPV), to a drone. Students will document and present the steps that were taken to modify the drone.

Towards the end of the course, the students will sit for the FAA Remote Pilot Certification Exam, Part 107. The students will learn how to synthesize a number of FAA documents in order to create their own study guide. They will learn and practice a number of strategies to help them successfully complete the exam, such as close-reading, test-taking, and studying strategies. Students will also be required to create their own exam and administer it to fellow students. By preparing for the exam, the students will become acutely aware of how important it is to operate a drone safely and within FAA regulations. Suggested prerequisites for this course are Coding and Robotics.

Electronic Music Production 1 course will introduce students to the principles of creating music electronically. This will include both original sound production on a computer as well as recording of typical instruments/vocals- focusing on how to properly mix them together to produce original music and art. We will also explore various professional roles in the music production industry and work on understanding basic music theory to produce music that contains a good balance of rhythm, melody, and instrumentation.

Advanced Robotics is based on the EDR VEX Robotics Curriculum. It is divided up into thirteen units. In a flexible format, students learn about engineering and engineering problem-solving. They will be given introductions to the VEX Robotics Design System and 3D CAD SW while learning key STEM principles through a process that captures the excitement and engagement of robotics competition. The curriculum is heavily focused on mechatronic principles. Programming is NOT required. However, this course is structured in such a  way that students who want to include a more Computer Science heavy layer with the course can do so. This course is modeled off of other courses that are using the approved EDR VEX Robotics curriculum. It has been updated to use the new technology and products called VEX V5 and leveraging content from the newly released VEX V5 STEM Labs and industry CAD tools like Onshape.

Prerequisite
A grade of “C” or better in Algebra 1 and Intro to Robotics Design.

In this course, students will build upon the concepts learned in Introduction to Unmanned Aircraft Systems. In the prior course, students demonstrated how the flight time and distance of a foam glider could be altered by adding motors to control thrust or lift and yaw. In Unmanned Aircraft Systems: Design and Production, students will motorize the model aircraft to control thrust, lift, and yaw on the same build. Students will also learn how to integrate the Arduino microcontroller used in the previous course, with an open-source flight controller, such as BetaFlight. They will also learn how to improve the performance of the flight controller by using its available interface software. Students will also explore additional means of communicating with the UAS, such as Wi-Fi and Bluetooth. They will learn how to record the data transmitted to them by the drone and how to analyze and present that data.

Students will continue to explore the principles of flight through the flying of gliders. However, in this course students will experiment with a number of different frame designs, with the goal of improving flight performance. They will also examine how solar power can be used to lengthen the flight time of a motorized glider. Using the scientific method, students will record the flight time results of the various frame designs and solar-powered drones. The students will create an Excel data table that will allow them to analyze the data and report their findings visually.

Students will move beyond the basic multi-rotor designs used in the previous course to more advanced designs. They will explore the difference between brushed and brushless dc motors and learn how this difference impacts the electronics used in the design. The selection of the correct battery, battery eliminator circuit, and electronic speed controllers will be greatly discussed, with the students completing a multimedia project on how these components interact with one another to ensure a successful flight. They will present their projects to the class. The students will use the application of UAS theory to solve a real world problem. They will understand how their knowledge of math, science, and English is necessary to develop and implement viable solutions. They will do this in an entrepreneurial environment. In this course's next to last unit, they must apply what they have learned to complete, virtually, an industry specific task, of value to society, in either the agriculture or renewable-energy sector.

Prerequisite: Introduction to Unmanned Aircraft Systems (Drones)

This course will provide students with a solid foundation of the internet and computing in the 21st century. Students will learn all about web design, multimedia, and the internet including HTML, CSS, vector graphics, raster graphics, graphic design, and video as it relates to web development.

Students will have extensive hands-on lab experience designing, developing, and maintaining websites and supporting materials. Students will also learn strategies for creating intuitive and accessible web sites. This course also gives students the opportunity to acquire greater technical knowledge and requisite skills needed for successful entry level employment in web development and design.

Students enrolled in this course create the school’s yearbook. Students will learn, in-depth, the Desk-Top Publishing process in a step-by-step fashion as they choose a theme, decide on design elements, collect digital images, create headings, text, captions, and finally put it all together on the computer while attempting to meet the publisher’s deadlines. Students will also be exposed to the financial side of the process as they will be required to sell ad space and have the opportunity to earn money through ad sales. Fulfills elective requirement for graduation.

Prerequisite: 10th-grade level or above. Must have successfully completed Computer Applications. 

This is an audition-based class. Auditions take place in May, dates TBD. There are two teams within the class, a hip-hop spirit team and an elite technical team. Students will need prior dance experience and commitment to the year program. Dancers will come to the team with training and will continue to train in flexibility, style, turns, leaps, and intricate choreography. Students will have multiple opportunities and requirements to perform at football and basketball games as well as musicals and concerts. This class meets in the summer to prepare for the season. The class purchases costumes/shoes worn for shows as well as spirit uniforms worn on campus for game days.

The dress code for class/ rehearsals is black exercise pants or shorts, along with a solid color or Heritage T-shirt. Tennis shoes are required, and dance shoes are welcomed.

This course is being offered as an elective or in replacement of PE.

This course offers an advanced study of journalism with an emphasis on copy editing, editorial writing, page design and layout using InDesign CC.

Prerequisite
Must have successfully completed Intro to Journalism.

Class Resources

This class will endow the student with a strong command of English including grammar, sentence structure, and various essay formats. The primary goal of the class is to develop each student’s ability as a critical reader and analytical writer. Weekly written assignments and extensive reading are important components of this class and require consistent effort from each student. Students are expected to leave this class with the writing ability of a college sophomore. All students are expected to take the AP exam.

Prerequisite
Grade of “B” or better in prior English courses; minimum 3.5 GPA; parent approval; completion of summer reading before the fall semester.

This course is designed to enable qualified students to honor God to the best of their ability on the Advanced Placement examination in English and Literature. This two-semester course (offered in lieu of English 12) AP English Literature is an accelerated program which teaches the content of an introductory college course. The focus is placed on the writing of various periods and genres. Writing is taught as a tool to convey the student’s analysis or interpretation. Students become familiar with the resources of literature: connotation, figurative language, irony, syntax, tone, etc. Evaluative essays are written. Practice for the essay and multiple-choice sections of the AP Literature and Composition exam is a part of this course. The AP English exam given in the spring is mandatory. Students who do not take the AP exam will not receive the weighted grade point.

Prerequisite
Grade of “B” or better in prior English courses; minimum 3.5 GPA; parent approval; completion of summer reading before the fall semester.

AP Seminar is a foundational course for future AP Courses that engages students in cross-disciplinary conversations that explore the complexities of both academic and real-world topics through unique, analytical perspectives. Students will learn to investigate a topic, perform deep and critical analysis of arguments, compare and contrast differing perspectives, synthesize multiple sources, and work both individually and in a group to communicate their ideas and make their well researched arguments.

Prerequisite
Grade of “B” or better in prior English courses; minimum 3.5 GPA; parent approval; completion of summer reading before the fall semester.

Creative Writing develops students’ skills in writing fictional stories, personal narratives, poetry and screenplays. Students will learn and discuss the aesthetic values of word choice, sentence structure and finding their individual “voice”. They will practice and improve the writing process (pre-writing, drafting, peer editing, editing, proofreading, and publishing), close reading, writing exercises, and correct use of mechanics and grammar. Each semester will culminate in a portfolio containing a body of work that shows growth over the course of the school year.

English 10 expands on the critical reading, thinking, and writing skills attained in the preceding year by examining challenging short stories, novels, plays, poetry, and non-fiction. The difficulty level in the materials read, discussed, and written about exceeds that of the previous course. The course includes an intensive review of fundamental grammar, usage, and mechanical skills of writing, with special attention given to creation of thoughtful essays. The primary objective of the class is challenge each student to discover how well they can do using the skills that God has given them, while continuing to develop each student’s ability to write clear, correct, coherent, and interesting multi-paragraph compositions.

Class Resources

This is an accelerated class that requires students to think deeply and richly about both fiction and non-fiction. The course offers a blend of classic and contemporary works from authors of diverse backgrounds. Thus, students will be exposed to authors writing in numerous genre. The course places a heavy emphasis on a variety of writing skills in preparation for AP English. It also introduces students to concepts that will be addressed more thoroughly in the Advanced Placement English 11 class. Students should expect a rigorous, challenging, active experience in the course.

Prerequisite: Minimum 3.5 GPA or higher in 9th grade.

Students will investigate the poems, plays, novels, short stories, speeches, and essays that were God-inspired by American writers. In addition to providing a sound historical background in the development of American Literature, the students will analyze rhetoric and compose essays aimed at deepening critical reading and writing skills.

Class Resources

English 12 is designed to teach three interrelated elements: core literature, students’ experiences, and writing as a process. British Literature will be the primary focus. The course incorporates learning experiences derived from cultural heritage, experiences in confronting important human issues, a strong sense of values, and necessary language and thinking skills acquired through frequent listening, speaking, reading, and writing.

Class Resources

Students read and examine short stories, novels, plays, poems, and nonfiction. Through discussions, projects, presentations, and writing assignments, students work to develop their critical thinking and reading skills and advance their writing abilities with a focus on organization, research, examples, word choice, and grammar.

Class Resources

This honors course provides an in-depth study of language skills, sentence development, paragraph development and essay writing. It includes instruction in listening, speaking, reading and writing skills, as prescribed. Experiences in literature are provided in the genres of short story, drama, poetry and the novel. The core works and additional novels are introduced and explored in-depth.

Prerequisite
Minimum 3.5 GPA or higher in 8th grade.

This course will introduce the student to the types of journalistic writing: hard news, editorial, opinion, sports review and feature stories. The course will include analysis of contemporary news media. Students will learn all aspects of publishing a newspaper including page layout and design, photography, interviewing and advertising. Students will learn to write with an understanding of audience and purpose. The class will publish a newspaper for the school.

Prerequisite
Open to all high school students; “B” grade or better in all English classes.

Class Resources

At this level, the students will become the Editor in Chief or Assistant Editor. They will oversee those students who are in the lower level journalism course. Leadership skills will be developed throughout the school year for those in Journalism III.

It combines the high-level critical thinking, reading and writing skills of print journalism with the artistic, creative and aesthetic skills of the visual and graphic arts. Students master the writing and editing of the most common forms of journalistic stories; read and analyze relevant literature through expository writing; refine and practice the basics of design and layout; analyze and evaluate images based on a set of given values; refine communication, management, and evaluation skills for individuals and small teams; use of state-of-the-art word processing and design software including the Adobe Creative Suite (InDesign, Photoshop, Illustrator); and demonstrate knowledge and understanding of ethical responsibilities and communications law. This course will sharpen students’ thinking and expression, widen their experience with people and communication, provide an environment for self-directed learning and give them confidence in their ability to see their creative ideas to completion.

Prerequisite: Must have successfully completed Advanced Journalism.

Speech and Debate provides opportunities for students to learn and practice the mechanics and strategies for effective communication, public speaking, and debate.Daily class activities include random conversational settings with different communication skill sets practiced, spontaneous group debate, mini lessons on skill development, and an assortment of different speech and debate activities, including in-and-out-of-class tournaments, analysis of debate performances (of their peers and of renowned online influencers), and the debate over different political policies and cultural trends.Different forms of speech competition include the categories of apologetics, impromptu, monologue, open interpretation, and persuasion.

This course is designed for those students requiring some strengthening of their fundamental arithmetic skills and a slower pace in acquiring a solid foundation in Algebra. Together, Algebra 1A and Algebra 1B will satisfy the graduation requirement. This course meets one-half of the Algebra 1 graduation requirement.

Prerequisite
A grade of “C” or better in Pre-Algebra.

Class Resources

This course is designed to give a basic background in the techniques and topics of classical algebra. In this class, students will receive a foundation in fundamental operations with real numbers and variables. Students will begin to use formal proofs and will study topics including solutions of equations and inequalities, graphing linear functions, working with functional notation, operations with polynomials and verbal problem-solving.

Prerequisite
Pre-Algebra in 7th grade or earlier having earned a grade of “B” or better in both semesters.

Class Resources

This course is the second year of the two-year Algebra sequence described in Algebra A above. Together, Algebra 1A and Algebra 1B will satisfy the graduation requirement. This course meets one-half of the Algebra 1 graduation requirement.

Prerequisite
Must have passed both semesters of Algebra 1A.

Class Resources

This course continues the development of linear and quadratic functions from Algebra 1. New topics included are operations with rational polynomial expressions, three-dimensional linear systems, determinants, quadratic theory, study of the complex number system, and basic trigonometry.

Prerequisite
A grade of “C” or higher in Geometry.

Class Resources

This advanced placement course is equivalent to college-level Introductory Calculus. Students study the limits of a function and derivative of a polynomial, trigonometric, logarithmic, hyperbolic, and exponential functions. Also included are the techniques of integration and applications to problem-solving. The AP Exam in Calculus, given in the spring is mandatory. A TI graphing calculator is required. Students who do not take the AP exam will not receive the weighted grade point for either semester the class is taken.

Prerequisite
A grade of “C” or higher in Pre-Calculus B and/or the recommendation of the previous math teacher.

Class Resources

Calculus BC is a full-year course in the calculus of functions of a single variable. It includes all topics taught in Calculus AB plus additional topics, but both courses are intended to be challenging and demanding; they require a similar depth of understanding of common topics.

Prerequisite
A grade of “C” or higher in Calculus AB and/or the recommendation of the previous math teacher.

Class Resources

AP Precalculus prepares students for other college-level mathematics and science courses. Through regular practice, students build deep mastery of modeling and functions, and they examine scenarios through multiple representations. The course framework delineates content and skills common to college precalculus courses that are foundational for careers in mathematics, physics, biology, health science, social science, and data science. A TI graphing calculator is required.

Prerequisite
Must have a 3.5 GPA, pass Algebra II with a grade of “B” or higher and/or the recommendation of the previous math teacher.

Class Resources

This course provides an extension of the concept of a formal proof, develops logical thinking, covers the foundations of Euclidean Geometry, and will develop coordinate geometry including the in-depth study of lines.

Prerequisite
A grade of “C” or higher in previous math course.

Class Resources

The purpose of this course is to empower students with knowledge and application of basic financial principles so they can make sound financial decisions for life. Foundations in Personal Finance will give students a Biblical, Proverbs-driven view of money, debt, wealth, and giving. Personal finance is 80% behavior and 20% head knowledge. HCS believes that teaching teenagers how to take control of their money can help them avoid huge money mistakes down the road.

They will learn that their financial decisions have long-term consequences. Students will learn to budget, save, spend wisely, avoid debt, and give. Students will learn to make a monthly zero-based budget, understand how to grow their wealth over time through wise investment strategies, and appreciate the importance of protecting their assets through carefully chosen insurance policies. Other topics covered include building an emergency fund, paying cash for a car, common debt myths, life after high school, consumer awareness, money’s impact on relationships, paying taxes, and the overarching priority of giving generously. Math will be implemented throughout the course, including comparative analyses. Every day, for example, we will change one variable of an investment calculator to see how different investment choices over 40 years would impact their ultimate financial gain. The Dave Ramsey curriculum will be complemented by a holistic approach to character development and the qualities needed to attain "wealth," however a student defines that for him/herself. This course can satisfy one year of the three-year mathematics requirement for graduation.

Class Resources

Pre-Calculus is designed to introduce students to the language and concepts necessary for college-level math courses. It is designed to prepare students for the study of calculus, to strengthen their use of mathematical application, and to provide opportunities to apply technology to mathematics. Topics stressed include: relations, functions, graphs, trigonometry, vectors, parametric equations, polar coordinates, complex numbers, exponentials, logarithms, sequences, series, iteration, fractals, statistics, probability, data analysis, and limits. A TI graphics calculator is required.

Prerequisite
Pass Algebra II with a grade of “C” or higher and/or the recommendation of the previous math teacher.

Class Resources

Statistics offers students who have completed the school’s mathematics graduation requirements an alternative to Pre Calculus. This course provides an elementary introduction to probability and statistics with applications. How do we get good data?  Statistics is the science that deals with the collection, classification, analysis, and interpretation of numerical facts or data, and that, by use of mathematical theories of imposes order and regularity on aggregates of more or less disparate elements. Students will investigate sampling and surveys and will design their own experiments in order to collect data. How do we organize data? Students will describe distributions and relationships using government data. Chance and probability will be explored, including simulations and expected values. How do we make inferences about a larger population without having to survey the entire population? Confidence intervals, tests of significance, population means, two-way tables, and Chi-square tests will be explored. Students will investigate statistics in sports, business stats too.

This elective course provides students with some of the basic skills needed for collecting, organizing, and interpreting various types of data. Topics include averages and variation, linear regression and correlation, probability theory, and binomial and normal distributions. Real-life applications are emphasized throughout the course. All students must have a TI-83 Plus or TI-84 graphing calculator.

French 4 offers an increased emphasis on speaking, listening, reading, cultural knowledge and writing skills a rigorous grammar review and preparation for the AP French language and culture Exam is emphasized.

Prerequisite
B or better in French 3 and teacher approval.

Class Resources

Spanish 4 offers emphasis on fluency in speaking, reading, listening, cultural knowledge and a complete grammar review and essay writing. Preparation for the AP exam is emphasized.

Prerequisite
“B” grade or better in Spanish 3, and teacher/counselor approval.

Class Resources

French 1 is a beginning course of the French language utilizing the skill of listening, speaking, reading, and writing as well as developing an appreciation of the culture which produced that language.

Prerequisite
8th graders who take this course must have a minimum 3.2 GPA and a grade of “B” or better in the most recent English course.

Class Resources

French 2 reviews the concepts and vocabulary of level 1, and continues the study of the French language through listening, speaking, reading and writing. Additional grammar structures and vocabulary are taught.

Prerequisite
C grade or better in French 1.

Class Resources

French 3 begins with a review of 2nd year grammar structures. Additional grammar patterns and vocabulary are introduced with emphasis on reading and writing. Speaking and listening skills are further developed.

Prerequisite
C or better in French 2.

Class Resources

Students will develop skills in listening, speaking, reading, and writing in the target language, as well as acquiring the ability to function in the world where Spanish is spoken. Course work will consist of grammatical exercises, dialogues, skits, and short compositions; students will use memorized materials in simple statement or question form (e.g., greetings, numbers, time, dates, weather, activities, preferences, feelings, possessions, money, past times). Use of Spanish for instruction will increase progressively throughout the year.

Prerequisite
8th graders who take this course must have a minimum 3.2 GPA and a grade of “B” or better in the most recent English course.

Class Resources

This course continues building the understanding, speaking, reading and writing of Spanish. It places emphasis on oral language development, grammar, and written language. Course work will include reading short stories, newspaper/magazine articles, and regular textbook assignments. Focus will be placed on expanding use of verb tenses. By the end of the year, students should be writing short, simple compositions, and should be able to participate in short conversations. The course will be conducted primarily in Spanish.

Prerequisite
Grade of “C” or higher in Spanish 1.

Class Resources

This course builds on the foundation of the first two years of vocabulary, elementary conversation, and grammar. All verb tenses will be studied. Students will expand their skills, and practice listening and reading skills which may allow them to experience success in a future class. Creative skills of dialogue speaking and writing will be practiced progressively for independent use outside the classroom. The course will be conducted in Spanish 2.

Prerequisite
Grade of “C” or higher in Spanish 2.

Class Resources

Seniors who wish to participate in College Experience may be excused from one or two class periods each day to attend class(es) at a local community college or CSUN. Students must provide proof of enrollment when they return to school in the fall of their senior year.

Prerequisite: Senior status. College Counseling Office approval.

This one year or semester course is planned as a hands-on opportunity to assist the office in various office duties (copying, filing, etc.) It is basically a non-credit offering, however, through teacher application (administratively approved) a limitation of one year’s credit is possible during one’s high school career.

Prerequisite
11th or 12th grade level (and enrollment in a minimum of five (5) credit classes). Approval of office supervisor.

This one year or semester course is planned as a hands-on opportunity to assist a classroom teacher in preparing materials, record keeping and supervision duties. It is basically a non-credit offering, however, through teacher application (administratively approved) a limitation of one year’s credit is possible during one’s high school career.

Prerequisite
11th and 12th grade level (and enrollment in a minimum of five (5) credit classes). When taken for credit, only in a subject the student has successfully completed. A limit of no more than one period TA per year.

Seniors working a minimum of 20 hours during the school week (Monday-Friday) may be released for a daily maximum of two periods of class time or, students working less than 20 hours per week (Monday-Friday) may be released for a daily maximum of one period of class time.

Prerequisite
Senior status. Documentation of work schedule. College Counseling Office approval. Minimum cumulative GPA of 2.0 with no “F’s” or “U’s”.

Students are introduced to many styles of dance. Students will be taught techniques and combinations in jazz, ballet, hip hop, tap, modern, contemporary, and Latin styles and steps taught through the Zumba cardio routine. Other exercise programs are also introduced such as (Hallelujah) Yoga, cross-fit, and calisthenics. Students will perform dances learned throughout the semester. They will be taught basic choreography concepts and work in groups to design dances/movements in different styles.

Class Dress Code Black exercise pants or shorts are needed along with a solid color or Heritage T-shirt. Tennis shoes are required, and dance shoes are welcomed.

This course is being offered as an elective or in replacement of PE.

In Dance 2, students will be expected to be more proficient in style, technique, and choreography retention. Students will be taught more advanced techniques and combinations in jazz, ballet, hip hop, tap, modern, contemporary, and Latin styles and steps taught through the Zumba cardio routine. Other exercise programs are also introduced such as (Hallelujah) Yoga, cross-fit, and calisthenics. Students perform dances learned throughout the semester. They will continue to work on choreography principles and design dances in different styles.
Class Dress Code Black exercise pants or shorts are needed along with a solid color or Heritage T-shirt. Tennis shoes are required, and dance shoes are welcomed.

This course is being offered as an elective or in replacement of PE.

Students learn to be proficient in many styles of dance. In Dance 3, students will be expected to be more proficient in style, technique, and choreography retention. Students will be leaders in the class having two former years in the program. Students will be taught more advanced techniques and combinations in jazz, ballet, hip hop, tap, modern, contemporary, and Latin styles and steps taught through the Zumba cardio routine. In Dance 3, there is a greater expectation of demonstrating proper technique, style, and flexibility. Other exercise programs are also introduced such as (Hallelujah) Yoga, cross-fit, and calisthenics. Students will perform dances learned throughout the semester in many shows. They will be able to create choreography, understand dance dynamics and blocking, and communicate well about movement and style.

Class Dress Code Black exercise pants or shorts are needed along with a solid color or Heritage T-shirt. Tennis shoes are required, and dance shoes are welcomed.

This course is being offered as an elective or in replacement of PE.

This core program includes a solid grounding in the principles of how to develop and maintain physical fitness. Emphasis will be placed on awareness of lifetime fitness and personal fitness goals. Activities will be taught in units and include team sports and individual sports. PE uniform must be purchased. Students who participate in CIF-sponsored sports teams may receive Physical Education credit for that participation. Credit is granted for one sport each fall and spring.

This course is conducted in a physical activity setting and will emphasize personal fitness and cover topics such as joint health, strength training, cardiovascular training, and team sports. Principles of Health and Fitness will educate students on the fundamental concepts of health, wellness, nutrition, fitness, and team sport participation. Students will be able to develop analytical thinking and research the different ways they can improve their muscular endurance, strength, and power and perform proper weightlifting techniques.

This is an audition-based class. Auditions take place in May, dates TBD. There are two teams within the class, a hip-hop spirit team and an elite technical team. Students will need prior dance experience and commitment to the year program. Dancers will come to the team with training and will continue to train in flexibility, style, turns, leaps, and intricate choreography. Students will have multiple opportunities and requirements to perform at football and basketball games as well as musicals and concerts. This class meets in the summer to prepare for the season. The class purchases costumes/shoes worn for shows as well as spirit uniforms worn on campus for game days.

The dress code for class/ rehearsals is black exercise pants or shorts, along with a solid color or Heritage T-shirt. Tennis shoes are required, and dance shoes are welcomed.

This course is being offered as an elective or in replacement of PE.

Extended study of biology as mentioned above with emphasis on molecular and bio-chemistry. Students will carry out extended period experiments, and do research and study independently. Prepares student for AP exam.

Prerequisite: 11th and 12th grade level. Must have “B” average in all science classes, Biology and Chemistry, or teacher/department chairperson approval. Must be able to come on Saturdays or before school for 5 labs. Enrollment priority will be based upon student grade, cumulative GPA and enrollment date. Minimum 3.5 GPA.

Class Resources

This course is structured around the enduring major ideas as described in the AP chemistry frameworks.  Special emphasis will be placed on the seven science practices that capture important aspects of the work that scientists engage in and learning objectives that combine content with inquiry and reasoning skills.  They will engage in investigative lab work which is integrated throughout the course.

Prerequisite
AP Chemistry course is designed to be taken only after the successful completion of a first course in high school chemistry. Students must be enrolled in or have taken Algebra 2. 3.5 GPA required.

Class Resources

AP Physics is an algebra-based course in general physics. General physics topics presented during the course closely follow those outlined by the College Board and also mirrors an introductory level university physics course. AP Physics is organized around six big ideas that bring together the fundamental science principles and theories of general physics. These big ideas are intended to encourage students to think about physics concepts as interconnected pieces of a puzzle. The solution to the puzzle is how the real world around them actually works. The students will participate in inquiry-based explorations of these topics to gain a more conceptual understanding of these physics concepts. Students will spend less of their time in traditional formula-based learning and more of their effort will b e directed to developing critical thinking and reasoning skills.

Co-requisite:  Pre-Calculus 

Class Resources

This class introduces students to a comprehensive curriculum that includes introductory units in biochemistry, microbiology, botany, human biology, genetics, ecology, and the environment. Laboratory investigations are an integral part of the course, and require some mathematical skills in the examination of concepts and lab experiments. Recent advancements in biology, as well as fundamental concepts including physiological and phylogenetic relationships, are studied.

Class Resources

Biology is the study of living things in their environment. This course involves more extensive lab work, deeper probes into cellular processes looking for structural designs. It ties current research, issues and ethics into the general fabric of the course with required student research projects. Impact on human activities would be a central focus.

Prerequisite
Completion of Algebra 1 with an A or B. Ninth and tenth grade students are eligible. Minimum 3.5 GPA. Students who take Biology Honors receive the GPA extra point which impacts GPA and class ranking.

Class Resources

Biotechnology is a course designed to give students a comprehensive introduction to the scientific concepts and laboratory research techniques currently used in the field of biotechnology. Students will gain a deeper understanding of the biological concepts used, and begin to develop the laboratory, critical thinking, and communication skills currently used in the biotechnology industry.

Students will learn the basic biological and chemical processes of cells, tissues, and organisms. They will review and understand the basic processes of DNA replication, transcription and translation. They will learn basic laboratory skills used in academic and industrial biotechnology laboratories, including the methodologies used in isolation and analysis of macromolecules (including DNA and proteins). Regarding applications, students will demonstrate an understanding of the role of biotechnology in society, including the risks and benefits as well as learn the significance of biotechnology in pharmaceutical development, agriculture, forensics, genetic testing, industrial products, and scientific research. Students will also learn how a biotechnology company works and the roles of its employees.

Class Resources

Chemistry is designed to give students a basic understanding of theory, composition and behavior of matter. Emphasis is placed on measurement, the mole concept, atomic structure, and factors influencing chemical reactions. Students will be introduced to and become familiar with laboratory equipment and techniques, and will be expected to emphasize their ability to use critical thinking and problem-solving skills. Experiments, demonstrations, and discussions will be employed.

Prerequisite
Concurrent enrollment in Algebra 2 or completion of Algebra 2 with a grade of “C” or higher.

Class Resources

This one-year course in Food and Nutritional Science is designed to improve students’ understanding of nutrition and health concepts and the promotion of the skills needed to take action in health promotion and disease prevention. In addition, students will learn to assess their own health status and understand the relationships between healthful living and their quality of life and the impact that this can have on their communities. Over the course of the year, students will apply scientific inquiry skills developed in previous science classes. Emphasis will be placed on inquiry, analysis, discussion and practical application of the information covered throughout the course.

Prerequisite
Biology, Chemistry and Algebra 1

Class Resources

This is an exploration and survey of physical science topics such as chemistry and nuclear reactions, forces and motion, machines, magnetism, electromagnetism, waves, sound, optics, and earth science. This course also emphasizes the relevance of science topics and their connections to everyday life and familiar phenomena.

Prerequisite
9th-grade level and above.

Class Resources

This course is designed to present the basic structural and physiological functions of the different systems of the human body. Basic physical and chemical processes involved in physiological activities are introduced, as well as bodily disorders and common diseases of the body systems. Laboratory experiences, such as the use of microscopes, experiments, and dissections, will supplement the textual materials.

Class Resources

In this standards-based science course, students will build on the concepts studied in Biology. They will learn about the anatomy and physiology of the human body, the interaction of body systems, theories and methods of prevention, evaluation, and management and rehabilitation of sports and exercise-related injuries. This course will provide an introduction and foundation for students that are interested in studying Kinesiology and pursuing a career in Physical Therapy, Occupational Therapy, or Athletic Training. Students will use scientific methods of observation, investigation, experimentation, data collection and data analysis. Laboratory and practicum work will be performed both in and outside the classroom. This course will have both individual and group work through labs, critical thinking, and problem-solving. Students will have numerous opportunities to practice and apply learned theories and techniques working with school athletes, athletic trainers, and coaches in the field during after-school hours.

Prerequisite
Biology, Algebra 1, Chemistry (or concurrent enrollment in chemistry). Anatomy/Physiology Recommended. Fulfills UC and CSU “d” requirement.

Class Resources

The purpose of the AP Human Geography course is to introduce students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface. Students learn to employ spatial concepts and landscape analysis to examine human socioeconomic organization and its environmental consequences. They also learn about the methods and tools geographers use in their research and applications.

Prerequisite
Students must have a 3.5 GPA or higher.  Open to 9-12th grade students. This is a college-level course that may have 3 – 4 hours of homework per night.

Class Resources

The purpose of AP Psychology is to introduce students to the systematic scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with the major subfields within psychology. Emphasis will be placed on preparing students for the AP Psychology exam.

Prerequisite
11th grade and above. Must have completed Biology or AP Biology with a “B” or better. Minimum 3.5 GPA. Fulfills elective requirement for Social science elective for college prep programs.

Class Resources

AP Government and Politics is a college level introductory course on United States Government and Politics, designed to provide in- depth study for 12th grade students. This course examines how the United States is governed today by comparing present political behavior with the Framer’s intentions and exploring adaptations throughout the years. This course explores five categories of study: (1) the underpinnings of the U.S. Government; (2) political parties and behaviors; (3) political parties, interest groups, and mass media; (4) institutions of the U.S. Government; (5) public policy; and (6) civil rights and liberties.

AP Government and Politics is designed to enable qualified students to perform their best on the AP US Government and Politics exam. Students who do not take the AP exam will not receive the weighted grade point.

Prerequisite
1) Completion of the AP Application; 2) successful completion of summer assignment; 3) minimum 3.5 GPA.

Class Resources

Students will study how the rise of colonialism and the Protestant Reformation during the 1500s set the stage for the establishment of America's first 13 colonies. Following a review of our Puritan roots, the influence of the Enlightenment, and the early formation of democratic ideals, we will see how the French and Indian War set the stage for the American Revolution, and how the Constitution became the model as arguably the most ambitious and revolutionary - and in time, the most influential - government document in world history. The course will trace the rise of America's two-party political system, Manifest Destiny, and the clash between the abolitionist movement and the Southern economic dependence on cotton, setting the stage for the Civil War and the Reconstruction period to follow. The second semester will trace the Second Industrial Revolution, World War 1 and 2 - sandwiched by the Roaring Twenties and The Great Depression - the Cold War, the Civil Rights Movement, and the rise of Liberalism during the 1960s and 1970s followed by a Conservative movement under Ronald Reagan during the 1980s. The core themes of our biblical roots, our Constitutional principles, slavery (and the fight to end it), reform, America's pioneering spirit, and the features of democracy and capitalism are interwoven throughout the curriculum from beginning to end.

The AP Program in American History is designed to provide students with the analytic skills and factual knowledge necessary to critically discuss the main trends in American History. This course prepares students for the AP US History Exam by challenging them with materials equivalent to that used in introductory college courses. It is a survey and workshop course utilizing a textbook including many supplementary readings in the form of documents, essays, and books on special themes. The readings provide the basis of factual evidence. In the classroom, the course develops the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence from the readings clearly in essay format. This course is designed to enable qualified students to achieve to the best of their ability on the AP examination in American History. It is possible for students to earn college credits based on the individual college policy. Students who do not take the AP exam will not receive the weighted grade point for either semester the class is taken.

Prerequisite
Minimum 3.5 GPA.

Class Resources

AP World History is a college-level survey course that aims to develop a greater understanding of the development of global processes and contacts, as well as interacting with different types of societies throughout human history. This course highlights the nature of changes in international frameworks and their causes and consequences, as well as comparisons among major societies. No one country or region will be emphasized at the expense of the other regions; instead the course will examine both developments within particular countries, as well as how countries interact with each other within a global/international framework. While students have the opportunity to earn college credit, the purpose of this course extends beyond the possibility of earning college credit by providing students with the opportunity to develop higher order thinking skills.

In addition to providing a basic exposure to the factual narrative, there are three goals of this course: (1) understand the principle themes in world history, (2) analyze historical evidence, and (3) express the understanding and analysis in a variety of forums (discussions, essays, assignments and tests). Emphasis is placed on developing student’s intellectual and academic skills including (a) effective analysis of primary sources which includes documents, maps, statistics, pictorial and graphic evidence, (b) effective note taking, (c) clear and precise written expression, (d) analysis of major events and their impacts, (e) the ability to actively participate in discussion to formulate and support a position, and (f) the ability to weigh evidence and reach conclusions on the basis of facts.

Prerequisite
GPA must be 3.5 or higher

Class Resources

Child Development is a course that studies the abilities and aptitudes needed to learn and apply theoretical knowledge and practical skills in the development, care, and guidance of children from birth through adolescence. Areas of study include: careers with children, prenatal and the developmental ages and stages of children throughout the lifespan. There is a focus on the emotional, social, cognitive, and physical development and the influence of heredity and environmental factors. Studies also include child growth and development, safety and emergency procedures, nutrition and health practices, positive interaction and guidance techniques, learning theories, developmentally appropriate practices, and curriculum activities.

This is a survey course that provides students with an overview of general economic theories and principles using the United States economic system as a model. Students will study supply and demand, productivity, business organizations, financial institutions.

Fulfills elective requirement for Social science elective for college prep programs.

Class Resources

Psychology offers a basic introduction to the study of human behavior. It includes a variety of diverse topics in the field; including the study of major theories of personality, the many ways the brain and the body affect human behavior, the way human being think and reason, the basic principles of learning, a review of major mental and emotional disorders, and a variety of topics in social psychology. Based on scientific knowledge, this course allows students to consider how the field of psychology can illuminate aspects of their own lives and gives them the opportunity to measure their own beliefs and assumptions regarding human behavior. Fulfills elective requirement for Social science elective for college prep programs.

Class Resources

This one semester course of study explores the origins, philosophy, functions, and organization of our federal, state, and local governments. Students learn factual information concerning the institutions and functioning of the US Government at multiple levels. They analyze historical and contemporary political data, separate fact and opinion, identify values and biases, and understand multiple political perspectives. The class is designed to help students intelligently participate in our system of government, as well as to better understand their rights and responsibilities as citizens in a democracy.

Class Resources

Students will study how the rise of colonialism and the Protestant Reformation during the 1500s set the stage for the establishment of America's first 13 colonies. Following a review of our Puritan roots, the influence of the Enlightenment, and the early formation of democratic ideals, we will see how the French and Indian War set the stage for the American Revolution, and how the Constitution became the model as arguably the most ambitious and revolutionary - and in time, the most influential - government document in world history. The course will trace the rise of America's two-party political system, Manifest Destiny, and the clash between the abolitionist movement and the Southern economic dependence on cotton, setting the stage for the Civil War and the Reconstruction period to follow.

The second semester will trace the Second Industrial Revolution, World War 1 and 2 - sandwiched by the Roaring Twenties and The Great Depression - the Cold War, the Civil Rights Movement, and the rise of Liberalism during the 1960s and 1970s followed by a Conservative movement under Ronald Reagan during the 1980s. The core themes of our biblical roots, our Constitutional principles, slavery (and the fight to end it), reform, America's pioneering spirit, and the features of democracy and capitalism are interwoven throughout the curriculum from beginning to end.

Class Resources

The World History course focuses on the development of Western Civilization from the beginning of the Renaissance and the Protestant Reformation to World War II and beyond, and includes the Rise of Islam and the Muslim Empires in order to understand the complex relationships between the Middle East and rest of the world today. The course is taught from a biblical perspective emphasizing God’s loving and redemptive purposes for history.

Class Resources

Provides students with the opportunity to perform various styles of music with emphasis on standard repertoire, film music and sacred music. Students will perform at least two school concerts per year in addition to community events, fundraising events and adjudicated festivals.

Curriculum focuses on ensemble blending, understanding of various styles, sight-reading, and technical mastery of one’s instrument through scales and technique exercises. Students in Advanced Band 1 will work toward technical and musical proficiency that is representative of a first-year advanced band level. Upon completion of Advanced Band 1, students will demonstrate the ability to sight-read level 2.5 music, as well as a intermediate proficiency on Major Scales and Arpeggios. Music theory and music history components are interwoven into the curriculum.

Prerequisite
Technical proficiency and music reading level of 1.5. At least 1 year of former experience on chosen instrument. Student must own or rent their own instrument. The school only provides an instrument if available.

For second year High School Band students, this class builds on year 1 of band, and provides students with the opportunity to perform progressively more complex styles of music with emphasis on standard repertoire, film music and sacred music. Students will perform at least two school concerts per year in addition to community events, fundraising events and adjudicated festivals.

Curriculum focuses on ensemble blending, understanding of various styles, sight-reading, and technical mastery of one’s instrument through scales and technique exercises. Students in Advanced Band 2 will work toward technical and musical proficiency that is representative of a 2nd year advanced band level. Upon completion of Advanced Band 2, students will demonstrate the ability to sight-read level 3 music. Music theory and music history components are interwoven into the curriculum.

Prerequisite
Technical proficiency and music reading level of 2.5. At least 1.5 years of former experience on chosen instrument. Student must own or rent their own instrument. The school only provides an instrument if available.

For third year High School Band students, this class builds on year 2 of band, and provides students with the opportunity to perform progressively more complex styles of music with emphasis on standard repertoire, film music and sacred music. Students will perform at least two school concerts per year in addition to community events, fundraising events and adjudicated festivals.

Curriculum focuses on ensemble blending, understanding of various styles, sight-reading, and technical mastery of one’s instrument through scales and technique exercises. Students in Advanced Band 3 will work toward technical and musical proficiency that is representative of a 3nd year advanced band level. Upon completion of Advanced Band 3, students will demonstrate the ability to sight-read level 3.5, as well as demonstrate a comprehensive mastery of Major and Minor scales. Music theory and music history components are interwoven into the curriculum.

Prerequisite
Technical proficiency and music reading level of 3. At least 2 years of former experience on chosen instrument. Student must own or rent their own instrument. The school only provides an instrument if available.

For fourth year High School Band students, this class builds on year 3 of band, and provides students with the opportunity to perform progressively more complex styles of music with emphasis on standard repertoire, film music and sacred music. Students will perform at least two school concerts per year in addition to community events, fundraising events and adjudicated festivals.

Curriculum focuses on ensemble blending, understanding of various styles, sight-reading, and technical mastery of one’s instrument through scales and technique exercises. Students in Advanced Band 4 will work toward technical and musical proficiency that is representative of a 4th year advanced band level. Upon completion of Advanced Band 4, students will demonstrate the ability to sight-read level 3.5 to 4, read and interpret level 4.5 and college level literature, as well as demonstrate a comprehensive mastery of Major and Harmonic minor scales, arpeggios, interval exercises, chromatic scales, and range proficiency. Music theory and music history components are interwoven into the curriculum.

Prerequisite
Technical proficiency and music reading level of 3. At least 3 years of former experience on chosen instrument. Student must own or rent their own instrument. The school only provides an instrument if available.

Heritage Christian Advanced Concert Choir is a class which is open to all students who participated in Choir 1 the previous year.  Advanced choir provides opportunities for students to further develop their musical potential and aesthetic understanding of music through singing in an large (80+) choral ensemble.  Study includes the continued care  and cultivation of a beautiful tone, while implementing proper vocal technique within a choral setting.  Students will continue to develop a rich understanding of various time periods of music. Students will develop further an understanding of music theory components with the hope they take our music theory course in 11 or 12th grade. They will also continue to travel throughout the world to places like; Prague, Paris, Ireland, as well as to local churches and non profits to share their commitment to choral music.

Prerequisite: A grade of “C” or better in Choir 1 and consent of Instructor.

Advanced woodworking is an opportunity for students to use the technical skills learned in beginning woodworking and create sculptural works of artistic expression. Emphasis is placed on greater technical mastery as well as developing a strong personal aesthetic and applying it to each project built. Every project will follow a thorough and rigorous design process from idea inception to sculptural object completion.

Prerequisite: A grade of “C” or better in Wood Design and consent of Instructor.

This is an introductory course in which students express their visual creativity through drawing, storytelling, and other visual mediums.  Throughout the course students will explore the international history and evolution of animation.  Students will learn basic drawing skills, techniques for character design, the natural flow and movements of objects, storyboarding, and background development which includes a study of perspective drawing and layout.  This course will provide a comprehensive base of foundational skills utilized throughout the animation industry.  Students will learn to use Adobe Animate/Flash and Adobe Photoshop while using a Wacom drawing tablet to complete their projects.

Students will explore art concepts and skills through studies in graphite, pen, charcoal, printmaking, watercolor, acrylic and mixed media. Continued study of the elements and principles of design will be incorporated into our studies. Advanced design, composition, drawing, and painting will be the main focus and project goals. Students will be encouraged to investigate new methods of working and learn to interpret conceptual works of art. Art History will be incorporated into the learning process and well as art critiques and learning new ways to talk about art.

Prerequisite: Animation 1

Heritage Christian second year students will continue to explore, create and develop, build their artistic capabilities. Art Perception, Art Production, art history, and develop their aesthetic valuing introduced in Art 1. Using both verbal and written forms of expression, students will view, describe, interpret and analyze work of the cultures, artists and art movements whose ideas have most shaped the visual arts today. They will also learned how to describe, analyze, evaluate, and defend their artwork and the artwork of others. We will also research careers in fine and commercial art worlds. Students will travel to museums in the greater Los Angeles area to also learn and see up close the work of previous artists. Students will be required to build their own portfolio.

This is a second year program, students must have Art 1 or other foundational art class (see prerequisites) before taking this class. We will investigate realism, observational drawing, conceptual works of art, abstraction, and figurative drawing. This course is a crucial building block to move into the AP Studio Art program next year.

Prerequisite: Art 1

This is an introduction to ceramics; hand building using pinch, coil, and slab techniques to produce pottery and sculpture that can be functional and creative, with limited use of the clay.

Class Resources

This is Ceramics 2 builds upon the foundation established and developed in Ceramics 1 and allows students to explore in-depth special interest areas of wheel throwing and hand-building. Students will continue to study and use the Elements of Art and the Principles of Design while emphasizing conceptual art-making, craftsmanship, creativity, and personal expression. Over the duration of this course, students will create a series of projects that guide them through the exploration of their own personal identity. Each project will be about the various aspects of their life experiences: identifying themselves, how they fit within their family unit, their culture, and eventually society. Students will be looking at a variety of contemporary artists as models of how to address the concepts explored in each unit. Materials used include clay, glaze, under glaze, over glaze, ceramic stains, and oxides.

Prerequisite
Prerequisite: Ceramics 1

Class Resources

This choir is a performing ensemble for students who have mastered the basic fundamentals of ensemble singing. The Choir will perform in school, community, and festival programs. Attendance at performances is mandatory. This is a touring choir.

Prerequisite
Audition.

This two-semester long course is designed for students in grades nine through twelve who have an interest in computer generated artwork and design intended for sale or marketing purposes. Students will explore and design basic computer and web based two-dimensional works of art with an emphasis on advertising and business marketing with a socially creative edge. Students are introduced to the elements and principals of visual design such as line, shape, and balance through the use of various software programs and digital media. Students will develop design skills which will be applied to real-world applications of commercial art by creating a range of viable art products (print advertisements, invitations, flyers, brochures, posters, etc.).

Prerequisite
Successful completion of Computer Graphics

Class Resources

Creating graphics on a computer is one of the fastest growing segments of the computer industry. This course will teach the fundamentals of utilizing powerful graphic creation software to build two-dimensional, three-dimensional, and animated graphics. Students will also learn advanced HTML and Java scripting, and creating web pages that will display graphics. Fulfills elective requirements for Practical Arts and Fine Arts graduation requirement.

Class Resources

Students are introduced to many styles of dance. Students will be taught techniques and combinations in jazz, ballet, hip hop, tap, modern, contemporary, and Latin styles and steps taught through the Zumba cardio routine. Other exercise programs are also introduced such as (Hallelujah) Yoga, cross-fit, and calisthenics. Students will perform dances learned throughout the semester. They will be taught basic choreography concepts and work in groups to design dances/movements in different styles.

Class Dress Code Black exercise pants or shorts are needed along with a solid color or Heritage T-shirt. Tennis shoes are required, and dance shoes are welcomed.

This course is being offered as an elective or in replacement of PE.

In Dance 2, students will be expected to be more proficient in style, technique, and choreography retention. Students will be taught more advanced techniques and combinations in jazz, ballet, hip hop, tap, modern, contemporary, and Latin styles and steps taught through the Zumba cardio routine. Other exercise programs are also introduced such as (Hallelujah) Yoga, cross-fit, and calisthenics. Students perform dances learned throughout the semester. They will continue to work on choreography principles and design dances in different styles.
Class Dress Code Black exercise pants or shorts are needed along with a solid color or Heritage T-shirt. Tennis shoes are required, and dance shoes are welcomed.

This course is being offered as an elective or in replacement of PE.

Students learn to be proficient in many styles of dance. In Dance 3, students will be expected to be more proficient in style, technique, and choreography retention. Students will be leaders in the class having two former years in the program. Students will be taught more advanced techniques and combinations in jazz, ballet, hip hop, tap, modern, contemporary, and Latin styles and steps taught through the Zumba cardio routine. In Dance 3, there is a greater expectation of demonstrating proper technique, style, and flexibility. Other exercise programs are also introduced such as (Hallelujah) Yoga, cross-fit, and calisthenics. Students will perform dances learned throughout the semester in many shows. They will be able to create choreography, understand dance dynamics and blocking, and communicate well about movement and style.

Class Dress Code Black exercise pants or shorts are needed along with a solid color or Heritage T-shirt. Tennis shoes are required, and dance shoes are welcomed.

This course is being offered as an elective or in replacement of PE.

This course is an introduction to the fundamentals of photography using a digital camera and photo editing software. Students will study how the digital camera captures images, how to best utilize the automatic and manual features, and the basic elements of photographic composition. Students will also study how to crop, edit, and enhance digital images using Adobe Photoshop.

Fulfills elective requirement for visual and performing arts graduation requirement. 

Drama I is the introductory course of the drama program. During the first semester of the class, students explore several aspects of theater arts including acting, directing and technical theater. The second semester will focus on a live performance that will involve both the acting and technical aspects of theater.

Class Resources

Film & Media Production is a course designed for students who are interested in cinematic film theories and the production processes for traditional and digital film-making. This course requires students to survey past and present films of western and non-western cultures and apply the knowledge and skills learned to their own pre-production, production, and post-production. This course will employ a project-based instructional approach for content delivery, learning, and assessment, and will address key components adopted from the learning materials developed by the American Film Institute.

Film and Media Production 2 is a course that will deepen students’ comprehension of and experience with visual artistic communication, creative expression, historical and cultural context, and aesthetic valuing. Its hands-on components will provide opportunities for students to make connections and apply their learning across subject areas. With an emphasis on analyzing the changes that have taken place in film and special effects throughout the years, students will be taught the elements and principles of art and how to apply them to their film and video projects.

Students will work collaboratively as they create film and video projects applying the artistic and technical knowledge they have acquired throughout the course including the use of Adobe Premiere, Adobe PhotoShop, and Adobe After Effects, and script writing software.  Students will develop their ability to analyze and critique professional, peer and personal videos using the language of art and theater with the purpose of drawing conclusions about how to increase the impact and effectiveness of their own work. We will utilize new computer programming to edit the film and add music background.

Prerequisite
A grade of “C” or better in Film Production 1 and consent of the Instructor.

This year-long course will teach advanced film students how to utilize their knowledge of the basic fundamentals of filmmaking. Students will further understand and appreciate the artistic process and skill necessary to create meaningful films. Students will be responsible for Heritage Christian’s Broadcast TV program, which is aired every morning. Students will design, prepare the script, and film the HCTV daily newscast of what is happening around our school. This will increase their usage of our filming cameras and computer software.

The first semester will focus on in-class exercises where students will learn advanced filmmaking techniques/theories such as emotional P.O.V., tone/style, mise-en-scene, visual theme, control of the camera, visual composition, etc. Students will also learn advanced technical skills (use of camera lenses, filters, camera technique, lighting, editing styles, post-production skills, sfx, music composition, scoring, etc.).

Students will primarily spend the second semester creating a short film (under 10 minutes). This year-long project will be an opportunity for the student to demonstrate their understanding of the advanced film techniques explored in the fall semester. Throughout the year, students will also learn about film theory and criticism. Students will learn how to reflect on their own observations after the creation/viewing of a film and will hopefully learn how to create meaningful work that potentially expresses social, cultural, historical, or human issues through film.

Students will show these films during Chapel and have the student body vote. The students will also take these film projects to film festival showings that are held in Southern California. We will ask Columbia College Film (located in the greater Los Angeles area) Department to come and view our students’ work. Students will also work towards developing webinars dealing with college counseling events

Prerequisite
Passed Film and Media Production 1 and Film and Media Production 2 with a "C" or higher.

This ensemble is for advanced student musicians and focuses on styles within the jazz idiom including swing, be-bop, fusion, funk, rock, and Latin styles. The curriculum includes extensive study in stylistic elements such as articulations, rhythm and improvisation. Music theory and Jazz music history components are interwoven into the curriculum. For grades 8-12. Students in Jazz Band 1 will be introduced to the fundamental concepts of rhythmic interpretation of swing and Latin jazz.

Prerequisite
3 years of experience on chosen instrument and/or technical proficiency and reading level of 3. Students in this ensemble are selected by audition/interview with the instructor. Student must own or rent their own instrument. The school only provides an instrument if available. (drum set / bass amp / guitar amp / piano provided)

For the second-year jazz student, this class builds on year 1 of Jazz Band, and is for advanced student musicians. This course focuses on styles within the jazz idiom including swing, be-bop, fusion, funk, rock, and Latin styles. The curriculum provides students with the opportunity to perform progressively more complex music, as well as advanced studies in stylistic elements such as articulations, rhythm and improvisation. Music theory and jazz music history components are interwoven into the curriculum. For grades 9-12. Students in Jazz Band 2, students will demonstrate a proficiency in Swing, Latin Jazz, and Jazz Ballad repertoire.

Prerequisite
3 years of experience on chosen instrument and/or technical proficiency and reading level of 3. Students in this ensemble are selected by audition/interview with the instructor. Student must own or rent their own instrument. The school only provides an instrument if available. (drum set / bass amp / guitar amp / piano provided)

For the third-year jazz student, this class builds on year 2 of Jazz Band, and is for advanced student musicians. This course focuses on styles within the jazz idiom including swing, be-bop, fusion, funk, rock, and Latin styles. The curriculum provides students with the opportunity to perform progressively more complex music, as well as advanced studies in stylistic elements such as articulations, rhythm and improvisation; improvisation is a major emphasis for Jazz 3 and 4. Music theory and jazz music history components are interwoven into the curriculum. For grades 9-12. Students in Jazz Band 3, students will demonstrate a proficiency in Swing, funk, rock, Latin Jazz, and Jazz Ballad repertoire, as well as improvising solos / playing written solos.

Prerequisite
3 years of experience on chosen instrument and/or technical proficiency and reading level of 3.5-4. Students in this ensemble are selected by audition/interview with the instructor. Student must own or rent their own instrument. The school only provides an instrument if available. (drum set / bass amp / guitar amp / piano provided)

For the fourth-year jazz student, this class builds on year 3 of Jazz Band, and is for advanced student musicians. This course focuses on styles within the jazz idiom including swing, be-bop, fusion, funk, rock, and Latin styles. The curriculum provides students with the opportunity to perform progressively more complex music, as well as advanced studies in stylistic elements such as articulations, rhythm and improvisation; improvisation is a major emphasis for Jazz 3 and 4. Music theory and jazz music history components are interwoven into the curriculum. For grades 9-12. Students in Jazz Band 4, students will demonstrate a proficiency in Swing, funk, rock, Latin Jazz, fusion, film and Jazz Ballad repertoire, as well as improvising solos / playing written solos.

Prerequisite
4 years of experience on chosen instrument and/or technical proficiency and reading level of 4. Students in this ensemble are selected by audition/interview with the instructor. Student must own or rent their own instrument. The school only provides an instrument if available. (drum set / bass amp / guitar amp / piano provided)

This ensemble focuses on styles within the jazz idiom including swing, be-bop, cool, fusion, funk, rock, and Latin styles. Furthermore, there is an extensive study in stylistic elements, articulations, rhythm and improvisation. In addition, students will be studying the history of jazz music from early jazz to the modern-day. For grades 8-12.

Prerequisite: Students in this ensemble are selected by audition/interview with the instructor. Performance outfit at student’s expense is necessary.

The AP Music Theory course corresponds to a typical introductory college music theory course that covers topics such as musicianship, theory, musical materials, and procedures. Musicianship skills, including dictation and other listening skills, sight-singing, and harmony, are considered an important part of the course. Through the course, students develop the ability to recognize, understand, and describe basic materials and processes of tonal music that are heard or presented in a score. Development of aural skills is a primary objective. Performance is also part of the curriculum through the practice of sight singing. Students understand basic concepts and terminology by listening to and performing a wide variety of music. Notational skills, speed, and fluency with basic materials are also emphasized. The AP Music Theory exam given in the spring is mandatory. Students who do not take the AP exam will not receive the weighted grade point.

Prerequisite: Students should be able to read and write musical notation, and it is strongly recommended that the student has acquired at least basic performance skills in voice or on an instrument. Those going into 9th grade must have been in HCS middle school choir or band program.

Surround Sound is a vocal pop a cappella ensemble tailored to cultivate vocal excellence, ensemble cohesion, and stage presence; participants will explore the nuances of a cappella performance, culminating in memorable on and off-campus performances throughout the academic year.

This course is an audition-based class for those who share a passion for a cappella music and a commitment to weekly rehearsals.

Theater Arts #2 is a one-year course with hands-on activities. Specialized instruction in method acting and technique is emphasized. Students who are accepted for enrollment will apply the basics learned in Drama I to advance their understanding in improvisation, speech, modern and classical scene studies, monologues, stage presence, dialects, and directing. Elements of play production will be reviewed and elaborated upon. Viewing and critiquing of professional theater is required. Additional work on school productions is also required as an extension of classroom learning.

Prerequisite: A grade of “C” or better in Drama I and consent of Instructor.

The drum corps course serves to provide students with a systematic approach to developing the skills necessary for, and theories and vocabulary surrounding, performance in a battery ensemble for students with and without prior percussive training. Through planned activities including practice management assessment, performance for peer and non-peer audiences, music analysis, music composition, and historical exploration of drumming, students will engage in critical analysis surrounding percussion performance, advance percussion abilities for use in and outside of school community ensembles, and articulate the various performance and composition methods implemented to advance percussion instrumentation and performance throughout the context of musical history.

Within each activity, students will also be provided the opportunity to assess oneself on live performance and presentations via a provided rubric containing elements of technique, expression, and application of rhythmic intent, in addition to delivering and receiving constructive criticisms to and from peers. The drum corps class aims to deepen the theoretical and self-expressive elements of music performance through both individual work and collective collaboration.

A one-year course in woodworking. Layout and design techniques will be emphasized. The use of hand tools, carving projects, joinery, and small shop techniques. Years 2, 3, and 4 offer advanced woodworking with emphasis on individualized projects and mastering technical skills. Material fee required.

Worship Leadership will equip the student with an understanding of the history, practice, and function of corporate worship songs from the ancient church to the present day from biblical, historical, theological, and musical perspectives. Current performance practice is studied to prepare the worship leader with the necessary skill sets to lead corporate songs and messages for the Christian faith. Students will learn to use proper instrumental and vocal techniques to develop knowledge in the areas of vocal production, aural training skills, diction, balance and blend, music reading, harmony, interpretive elements, rhythmic precision, performance skills. Participating students will enter the class with proficient skills with the acoustic guitar, electric guitar, drums and percussion, piano and keyboard, bass guitar, strings, vocals, and sound/audio engineering.

Students will regularly lead worship for chapel and school events in addition to off-campus venues including local schools, churches, and private organizations when opportunities arise. Students will also gain an understanding of potential future career opportunities and higher education. Above all, students will use their gifts and abilities to lead others into worship and glorify God.

Students enrolled in this course create the school’s yearbook. Students will learn, in-depth, the Desk-Top Publishing process in a step-by-step fashion as they choose a theme, decide on design elements, collect digital images, create headings, text, captions, and finally put it all together on the computer while attempting to meet the publisher’s deadlines. Students will also be exposed to the financial side of the process as they will be required to sell ad space and have the opportunity to earn money through ad sales. Fulfills elective requirement for graduation.

Prerequisite: 10th-grade level or above. Must have successfully completed Computer Applications.