This exciting class will be for middle school students who are either new to the visual arts or experienced. We will focus on the creation of visual art through painting, drawing, printmaking, sculpture and design. Students will explore a wide range of 2-D and 3-D media, skills and techniques while focusing on gaining confidence in visual creativity and expression. Students will be required to bring their own art supplies to class, so they will be able to work at home as well. There will be not additional material fee for this reason.

Ballroom dance teaches students the art of collaboration through learning to lead well and follow well. Students will gain confidence through the discipline, focus and initiative needed to perform these dances as well as have some good wholesome fun in the process! This class will include dance floor and formal etiquette. Students will be introduced to a variety of social dances including Waltz, Nightclub 2-step, East Coast Swing and Rumba in the fall semester; Foxtrot, West Coast Swing and Cha-cha in the spring, among others. A once-a-month Friday night dance event is included in the tuition. The ballroom classes culminate with an end-of-year formal dinner and ball. Students will also have the opportunity to participate in community social dances throughout the year. Though this course is offered by semester, it is strongly recommended that students take both semesters. Both fall and spring semester participation is required to move to Ballroom 2.

The CHC choir class provides a fun opportunity for students to enhance their musical, creative, and expressive skills in an ensemble environment. Students will learn the basics of singing and reading music, learn how to visually and aurally analyze the structure of musical compositions, develop song repertoire, broaden listening skills, interpret musical expressively, and create arrangements as a musical ensemble.
From classical to folk to show tunes to praise and worship, students will engage with a wide variety of styles and genres. The choir will perform twice per year at the end of each semester.

Developed for CHC in 2019, students begin this course by learning or reviewing Hebrew dances and their significance in the celebration of our Lord. Students then move on to cultural dance where they gain an understanding of how societies dance around the world, focusing on dance styles from each continent. Students explore the historical significance of each dance and discover how each style can be used in worship while maintaining an atmosphere of mutual respect and compassion for one another. No dance experience is required as these dances are celebratory and encourage everyone to participate regardless of their level of training.

As the students progress, they explore drama and liturgical dance. By the end of the year, dance, drama, and worship through dance are explored with hopes that each student has grown in the Lord and as a unique artist who glorifies Him.

*Students will participate in an informal presentation in December

**In the Spring, these students will perform in an onstage production to be announced.

This year-long, laboratory-based, upper-middle school science course covers a wide range of topics including an understanding of atoms, molecules, the chemicals that are necessary for life, DNA, and cells. These topics are all discussed in the context of history, explaining how specific scientific advances led to the scientific explanations that the students are being taught. This allows students to learn not only the current scientific understanding of these topics but also how scientists reached that understanding. The course then discusses the levels of organization found in creation and spends time discussing topics at each level. Throughout the course, God's design in nature is highlighted, and topics in the creation/evolution debate are discussed.

This course also focuses largely on the scientific process, concluding with a Science Fair component Spring semester. Each student will be actively engaged in the scientific process: asking a question, developing a hypothesis, then designing an experiment to test and measure their results and report their data before judges.

Each of the fourteen modules will take approximately two and a half weeks to complete. Students will be given assignments from the textbook to be completed before coming to class. Classroom time will primarily be spent in discussion of the material and laboratory experimentation. Students will be evaluated by performance on module tests as well as laboratory reports and notebook completion. Students will be tested at home and will need an individual email to log into the online classroom for testing and assignment submissions. Daily work requirement will be 30-45 minutes per day at home.

As our society becomes more and more sedentary the obesity rate in our country is reaching an all-time high leading to chronic disease and premature death. Heart disease is now the number one killer in America. Diabetes, once a disease of adulthood , is affecting children at alarming rates. Our food system has been invaded by over processed foods that contain high levels of sugar, salt, color dyes, pesticides, and thousands of unknown additives. Now more than ever we need to equip our young people with the knowledge to care for their own health through exercise and proper nutrition.



In this semester long class, your teen will learn the importance of caring for their bodies through physical fitness, nutritional guidance, and hands-on healthy food preparation. We will alternate weekly between physical fitness activities, nutrition classes, and hands-on healthy food preparation.



The physical fitness portion of the class will include cardio activities, circuit training, stretching and flexibility, rest and recovery, and proper hydration.



The nutrition portion of the class will include how to choose foods that prevent and fight disease, the dangers of sugar, navigating food labels and false claims, how to choose and prepare healthy snacks and meals. Students will have an opportunity throughout the semester to prepare these healthy foods in the CHC kitchen.

Both ASL 1 classes have the same learning objectives and both classes will have weekly
homework where students will be required to watch online video instruction. The differences between the two classes are the classroom maturity of the student and the instructional level of the homework videos. The high school class videos will be geared toward the more advanced student while the videos for middle school will be shorter and specifically matched for the younger student. Parents are encouraged to select the class which is best for their child.

This semester-long class is a Biblical overview of markets, supply and demand, giving, investing, and money management. There will be weekly Bible memory verses attached to each lesson, copy work, and small weekly reading assignments. Most of the work for this class will be done in class by participating in discussion and listening to read-alouds. This is sure to be a lively class where we can have meaningful conversations about all the different influences as to how we handle our money.

This Year’s Theme: Otherworlds!

Wild. Wonder. Whimsy. That’s what this year’s books are all about. Buckle up and enjoy the magical tour of a lifetime. Grab some fairy dust and fly to Neverland, second star to the right, Wonderland, just down the rabbit hole, and Narnia, straight through the wardrobe. Hitch a ride on a tornado to find your way to Oz, then follow the pages of a story until you arrive in fantastical Florin where it’s “inconceivable” you won’t enjoy yourself. Travel through time and space with Meg Murry to save her father and frolic across the English countryside with five brothers and sisters who find a grumpy fairy that can grant wishes.

Now, for the details! This is a full year English course comprised of literature, writing, and grammar. Academically, students can expect paced reading assignments, weekly vocabulary, literature-related essays, annotation, vocabulary tests, discussion, and occasional public speaking. By the end of this course, students will have been exposed to the following: 6-8 classic works, 150 memorized vocabulary words, annotation skills, descriptive writing, narrative writing, persuasive writing, expository writing, informative writing, compare/contrast writing, poetry, organizational skills, and important grammar and editing concepts. I have designed all aspects of this curriculum with inspiration from IEW’s theme-based writing, IEW’s Fix-It, Analytical Grammar, and eight years of discovering what works for the average middle schooler and what doesn’t. The structure of this class is laid back, yet still rigorous enough to be a challenge for advanced rising sixth graders and seventh and eighth graders with the goal of preparing them for high school English.

What can you expect in my classroom? I can’t stand boring lectures, so the first thing you can expect is fun. That’s not to say all students will be smiling ear to ear like they’ve just dismounted the newest amazing roller coaster. I’m not a miracle worker! However, with each class I strive to incorporate friendly, competitive review games, artistic expression, creative writing prompts, and the occasional dad joke because, hey… that’s how eye roll.

This course will be a fascinating and fun introduction to the world of chemistry and
physics. The first semester will be spent journeying through Jeannie Fulbright’s Exploring Creation With Chemistry and Physics. This course will take a living approach to these subjects and many of the assignments will focus on narration and notebooking. The second semester will be spent reading living books to bring chemistry and physics to life and to take a look into the history of these subjects! During each class, we will have the chance to experience a multitude of hands on experiments and demonstrations. These hands on activities are sure to help students build a love for these subjects and hopefully prepare them for success as they study them more in high school and beyond. The class will end with a fun night of presentations titled “Faces of Chemistry” where students will present a chemist from history.

To think logically is to think like God. This class, where apologetics meets logic, will underscore the importance of a Christian worldview and how logic ultimately comes from God. Students will be introduced to the elements that make up a logical argument as well as how to spot 20+ common fallacies, or errors in logic. Students will be exposed to arguments they may encounter online, in the media, or when defending their faith. Approximately 1.5 hours of homework will be assigned per week.

This course is an excellent introduction to Spanish as a second language. It is a perfect way by which to ease into the upcoming High School Spanish. It can also be the beginning of a strong foundation in learning foreign languages in general.
Like in any other foreign language course, there is a strong vocabulary memorization component. Most importantly, the curriculum gets deep into the universal mechanics of grammar, and for that reason, it can also be a wonderful complement to whatever English Grammar program you are using at home. By emphasizing grammatical patterns in the language, a deeper understanding of its usage is brought about so students end up developing greater confidence in speaking Spanish conversationally. As a prerequisite, students must have a basic understanding of the parts of speech in English. Realistically, this course is 80% grammar and vocabulary, 15% conversation, and 5% culture. To maximize the effectiveness of this program a parent must commit to learn alongside in order to be able to correct and reinforce the material at home.

This course builds on the concepts covered in Middle School Spanish 1. The past and future tenses of regular and irregular verbs are introduced, and all the other parts of speech are covered in more depth and context. This class has a greater conversation component than MS Spanish 1.

This year-long creation-based course is designed to be the last science course the student takes before high school biology. It is generally recommended as an 8th-grade course, but students can use it for their 9th-grade coursework. The material and course work is rigorous in preparation for high school science.

The text covers atomic structure, periodic table, chemical bonds, reactions and energy, motion, forces, energy, waves and sound, light, electricity and magnetism, and Earth’s structure, weathering, and atmosphere. Each of the 15 modules will take approximately 2 weeks to complete.

Class time will be spent primarily in laboratory experimentation, but also will include discussion and explanation.

Students will be tested at home and will need an individual email to log into the online classroom for testing and assignment submissions. Students should expect to spend 30-45 minutes per day on this subject at home.

This fast-paced, hands-on math class will teach math with a spiral approach, which emphasizes incremental development of new material and continuous review of previously taught concepts.
We will review arithmetic calculation, measurements, geometry and other skills, and introduce pre-algebra, ratios, probability and statistics.
Students will specifically learn about adding/subtracting/multiplying fractions, equivalent fractions, the metric system, repeating decimals, scientific notation, Pi, graphing inequalities, multiplying algebraic terms, the Pythagorean Theorem, the slope-intercept form of linear equations, and more .
Each class will start will a brief mental math warm up before new concepts are introduced. The remaining class time will be used to either work on difficult homework problems that students bring to class with them, math games, or competitive speed drills to build fluency. In-depth "Investigations" are provided every 10 lessons and have their own set of questions. Because this math class meets only once per week, homework is crucial for success. Parents and students will be responsible for at-home practice and review problems. Students will be quizzed at home roughly every 3-4 weeks and will need an individual email to log into the online classroom to upload work. Daily work requirement will be roughly 45 minutes per day at home.

"Whether your child is a reluctant or passionate public speaker, Wilmington's Seeds of Faith Speech and Debate club is a great way for them to grow their communication skills. Partnering with STOA, a Christian Speech and Debate league for Christian homeschooling families, I will be aligning this class with STOA’s main objective: To develop world-class communicators who speak boldly and change the world for Christ. My heart is to see young people develop confidence to effectively communicate in whatever endeavor God calls them. I also hope to have lots of fun in the process. I encourage every student to participate in at least one nearby STOA tournament in the school year. My very reluctant son fell in love with debate through his first tournament.

We will meet every other week from August through March and focus on speech and debate skills. Expect tournament options to fall on Fridays and Saturdays, October -February. We will practice delivering a wide variety of speech events including dramatic monologues, informative presentations, persuasive arguments, apologetic reasonings, and much more. The other component of the class is a focus on learning about government policy through team policy debate. Each year STOA picks a topic that will guide debate through the year. This year's topic was healthcare reform, but this summer STOA will announce a new topic. We will learn about government policy surrounding the issue. Pre-crafted arguments are available to make this very doable for students. By the end of they year, every student will have a better grasp on a wide variety of public speaking skills and even understand a new field of government policy. More importantly, I hope that students discover an increased confidence in Christ as they challenge themselves to grow as communicators.

Study Hall will be provided only for the following reasons:

A student who is in a first and third period class and needs Study Hall second period.

A student who is waiting after class for a sibling or another student for carpooling purposes.

This is an opportunity for students to work quietly under the oversight of an adult.

Computer use during this time is up to the discretion of CHC as the need arises.