Front Range Christian School is fully accredited through the Association of Christian Schools International (ACSI), so you can expect that your 9th-12th grade student will be prepared for college and beyond through vigorous academics, deep spiritual formation, and an authentic and engaging high school experience.
Following are the policies regarding courses (add/drop, appeals, etc.) and complete course listings for senior high students.
Students must earn 27 credits in grades 9-12 to graduate from Front Range Christian School. In order to earn a diploma from FRCS, students must complete all track requirements from FRCS (courses taken outside of Front Range will only be considered for credit if approved by high school administrator).
The Colorado Commission on Higher Education has revised the Admissions Standards Policy for 4-year, in-state, public universities. For additional information on these standards, please consult their website at http://www.state.co.us/cche/.
| Subject | Credits |
| Bible ** | 4 |
| Math | 4 |
| Social Sciences | 4 |
| Language Arts | 4 |
| Natural Sciences | 4 |
| Physical Education | 0.5 |
| Foreign Language (through level 3) | 2 |
| Fine Arts | 1 |
| Speech | 1 |
| College/Career Planning | 0.5 |
| Practicum *** | 1 |
| Electives | 1 |
| Total Carnegie Credits | 27 |
Student must complete at least 4 Honors/AP+/CCP courses; at least 1 must be AP+/CCP. The student must graduate with a weighted GPA of 3.5 or higher.
| Subject | Credits |
| Bible ** | 4 |
| Math * | 4 |
| Social Sciences | 4 |
| Language Arts | 4 |
| Natural Sciences | 4 |
| Physical Education | 0.5 |
| Foreign Language (through level 2) | 2 |
| Fine Arts | 1 |
| Speech | 1 |
| College/Career Planning | 0.5 |
| Practicum *** | 1 |
| Electives | 1 |
| Total Carnegie Credits | 27 |
* Must complete through Algebra 2. Three math credits will not meet university requirements for any Colorado university. Colorado universities now require 4 math credits.
** Students must complete 1.0 credits of Bible for every year they attend FRCS.
*** Students must complete 0.25 credits of practicum for every year they attend FRCS.
+ Students enrolled in AP classes may earn dual credit through CCU for $200 for three credit hours (cost is in addition to the $95 AP exam fee)
Valedictorian/Salutatorian honors are awarded 2nd semester based on the most current, available course grades. The valedictorian is the senior student with the highest weighted cumulative grade point average (GPA). The Salutatorian is the senior student with the second highest weighted GPA. To be eligible for these honors, a student must carry 5 core classes each semester of their senior year (equivalent to 2.5 Carnegie credits per semester), be paying full-time tuition, and must have attended a minimum of six out of their last eight semesters at FRCS (two of which must be their senior year).
Official transcripts can be requested online. Requests can also be made at the main office.
Transcripts reflect grades on a semester basis, cumulative GPA (weighted and unweighted), ACT and/or SAT test scores (only those scores that you designate will be reflected), and honors and accomplishments. Honors and accomplishments are only reflected if they are reported to the main office staff. An accomplishment form may be picked up from the main office.
Once a student begins at FRCS, transfer credits for classes taken outside of FRCS are only available on a very limited basis. For example, sometimes a student transfers in with a history of French, which we do not offer. Because of the difficulty of making up those credits in Spanish, we have allowed students to take French outside of FRCS. There is a $10 nonrefundable processing fee with this application and the application is due 2 weeks prior to the start of the fall semester, or 2 weeks prior to the end of fall semester for a spring semester class. Ultimately, it is the responsibility of the student (family) to make sure all necessary information/documentation is turned into FRCS by the required deadlines. The following guidelines must be followed in order for a student to earn credits outside of FRCS.
All transfer credit courses must be pre-approved by the Leadership Team. Again, this is awarded on a very limited basis and only when the necessary credits cannot be earned with the classes that FRCS offers.
International students who transfer their Freshmen or Sophomore year will be required to fulfill all FRCS graduation requirements. Specifics include:
International students transferring in their Junior or Senior year will need to meet FRCS requirements recommend by guidance counselor’s department.
Class rank is a relative standing of a student in their class and is determined by weighted cumulative grade point average (GPA). Only full time students are awarded a ranking.
All students in 7th through 11th grades are required to carry a full class load meaning they may not have any “off” periods. 12th grade students alone are allowed to have “off” periods if they have met all their graduation requirements. During “off” periods seniors may leave campus if they sign out at the front desk. Upon return to school, seniors must then sign in.
Students earn credit for classes by earning a passing grade of “D; 60%” or higher; however some selective colleges do not recognize a grade of “D” as passing. Typically, core day classes (Monday, Tuesday, Thursday, and Friday) are worth 0.5 credits per semester and Wednesday-only classes are worth 0.25 credits per semester. Junior high students can not earn high school credit for taking high school classes. For example, some 8th grade students will take Algebra 1, a high school course; however, they will still be required to take 4 credits of math during their high school years. This applies to Spanish 1 as well.
All advanced classes are offered on the premise that there are a sufficient number of students interested and qualified to fill the class. In order for a student to be admitted into an Honor, AP, or a CCP class, they must meet the following criteria:
AP courses are courses that afford students an opportunity to earn college credit for a course taken in high school. AP courses follow a very rigorous curriculum and students should expect a greatly increased work load. In May, the student takes a Nationally-prepared AP exam. If they score high enough on the exam, they may earn college credit for the exam. A minimum score of 3 and sometimes 4 out of 5 is required by most colleges to grant credit for the course.
CCP courses are similarly very rigorous and demand an increased work load on the student. If the student successfully passes the course, they will receive credit from University or College that the course has been approved through. Students who take a CCP course must request an official transcript from the University or College that the course was taken through to transfer for official credit to a University or College.
Students will be expected to purchase their own books for both the AP and CCP courses. The approximate fee for the CCP courses range from $110 to $200 per college credit hour. These classes usually count for 3 credit hours/per year. Students enrolled for AP exams will be required to pay for the AP Exam fee (approximately $90) and books (usually around $90 for books). Students enrolled in AP classes may also choose to receive dual credit through Colorado Christian University (CCU) for $200 for three credit hours (a great bargain) in addition to the $90 exam fee.
GPA is the average obtained by dividing the total number of grade points earned in high school courses by the total number of grade points attempted. Weighted grades for successful completion of Advanced Placement (AP) or Concurrent Credit Program (CCP) courses and Honors classes are factored into this calculation. Front Range Christian School uses a 4.0 scale as follows:
| Grade Points for Most Classes |
AP or CCP Classes | Honors Classes |
| A = 4.0 | A = 5.0 | A = 5.0 |
| B = 3.0 | B = 4.0 | B = 4.0 |
| C = 2.0 | C = 3.0 | C = 3.0 |
| D = 1.0 | D = 1.0 | D = 1.0 |
| F = 0 | F = 0 | F = 0 |
Weighted grades are awarded to students in AP or CCP classes and Honors classes. It is a reflection of the additional workload required for these courses beyond the normal level of difficulty for high school courses.
Athletes who intend to enroll in a Division I or Division II college and participate in their athletic program must register and be certified by the NCAA Initial Eligibility Clearinghouse. The courses that have been approved by the NCAA have been designated in the course descriptions. More details can be seen at www.ncaaclearinghouse.net.
Core Units for NCAA Athletic Certification:
| Subject | Credits |
| English | 4 |
| Math (Algebra I and above) | 3 |
| Natural Science (at least 1 lab course) | 2 |
| Additional English, Math or Science | 1 |
| Social Science | 2 |
| Additional (world languages, non-doctrinal religion, philosophy) | 4 |
| Total Core Units Required | 16 |
All students are expected to come to school on their scheduled standardized test day.
7th , 8th and 9th grade – EXPLORE® program is designed to help 7th, 8th and 9th graders explore a broad range of options for their future. EXPLORE prepares students not only for their high school coursework, but for their post–high school choices as well. It marks an important beginning for a student’s future academic and career success. EXPLORE is a predictor of how students will achieve on the ACT college admissions test.
10th grade – As a “pre-ACT” test, PLAN® is a powerful predictor of success on the ACT. At the same time, many schools recognize the importance of PLAN testing for all students, as it focuses attention on both career preparation and improving academic achievement.
9th, 10th and 11th grade – PSAT®; the PSAT is the annual practice test for the SAT national college entrance exam given in October and is used as the qualifying exam for the National Merit Scholarship program.
Students may add or drop courses through the second Friday of the semester if they have valid (written) reasons for the proposed changed AND Teacher, Counselor, Principal and Parent approvals and signatures. Course fees may not be refundable or transferable. Classes dropped after the add/drop time are designated on Senior High Transcripts as “WP” (withdraw pass) or “WF” (withdraw fail) and student will not earn credit for the course. If new classes are added to student schedules after classes have already begun, students are responsible for making up all missed course work within the deadlines and parameters set by teachers.
Final exams are given to junior and senior high students towards the end of each semester. Finals are customarily spread out over 3 days. These are usually half-days for junior/senior high students. All students are required to take finals in the classes that have finals.
Front Range Christian School will waive the foreign language class requirement under certain circumstances. All of the following criteria must be met:
Interested families should contact the Director of Guidance and Counseling to initiate the waiver process.
Students may enroll part-time at FRCS. These students have the right to participate in sports, practicum, fine arts, and standardized testing with the following conditions:
Excessive absenteeism may result in a loss of credit for the class, lowered or failing grade, parent/teacher/principal conference or dis-enrollment. For senior high students, a total of five (5) days for college visits per year are allowed to be counted as a Student Activity and therefore not count toward the total absences. See the Family Handbook for details.
Front Range Christian School encourages all students to take a challenging academic program. In an effort to ensure a high academic program, prerequisites have been established to set admission criteria for certain courses and to serve as indicators of the academic skills needed to succeed.
In addition, more specific prerequisites for these courses are listed by course in this online Course Catalog.
Recognizing that there may be some instances when students are close to meeting prerequisites for a course and are highly motivated to enroll in that course, FRCS has created an appeal process to take these facts into account.
If a student does not meet the prerequisites required or was not recommended for placement in the requested course desired, the student’s parent may appeal to the FRCS Guidance Counselor Department by completing the FRCS Academic Performance contract and approval from the teacher and guidance counselor.
FRCS Guidance Department will examine a student’s appeal based on the following:
Students placed in the requested classes will be expected to meet and maintain the academic standards of the course. If, after enrollment, the course content is determined by the student to be too difficult, he/she may drop the course within FRCS add/drop period.
Requests will be on a space available basis.
To meet current graduation requirements, students MUST take 1.0 credits of Bible for every year that they are at FRCS.
The Bible department at Front Range Christian School exists to cultivate students who, through the careful reading of God’s Word, come to know themselves in light of the Truth, live virtuously, engage culture redemptively, and dialogue confidently and compassionately.
“Scripture has never, in any major part of the Christian church, been simply a book to be referred to when certain questions are to be discussed. From the very beginning it has been given a key place in the church’s worshipping life, indicating that it has been understood not only as part of the church’s thinking but also as part of the church’s prayer and praise.” -N.T. Wright, Scripture and the Authority of God
The Bible Department strives to create a culture in which the reading of God’s Word is built upon both scholarly research and spiritual discipline. We seek to teach students how to study the geographical, historical, literary, and cultural context of Scripture, but we find lacking any reading of God’s Word that merely stops at this point. Instead, we also strive to teach students to intentionally place their lives under the authority of Scripture. We aim to produce students who read the text exegetically and are able to identify and refute isegesis whenever present. We aim to produce students who meditate and reflect on the Word of God with reverence, realizing its proper place of authority over all aspects of our lives.
“One must first learn to know himself before knowing anything else. Not until a man has inwardly understood himself and then sees the course he is to take does life gain peace and meaning.” – Søren Kierkegaard, Journals and Papers
The Bible Department strives to create a culture in which students are allowed the space and freedom to discover their identity, calling, gifts, and purpose. The Bible Department teaches from the conviction that any attempt to discover the self must be made in relation to God and His Word. The process through which one learns to know oneself is essentially meditative and reflective, and the Bible Department relies heavily on the use of questions to help guide students in this process. We seek to produce students who consistently remain immersed in God’s Word to inform the way that they think about themselves.
“Courage is not simply one of the virtues, but the form of every virtue at the testing point.” – C.S. Lewis
The Bible Department seeks to create a culture in which virtues are identified and practiced. We seek to come alongside the students in order to help them identify the virtues that the Bible teaches, not merely the virtues which the student values or the behaviors that come most naturally to them. In addition to the identification of virtue, the Bible Department is committed to creating opportunities and experiences in which students may practice virtue. These opportunities and experiences are only valuable if they are then reflected upon in light of what the Bible says about virtue. The Bible Department teaches from the conviction that holding students accountable as they fail to practice virtue is one of our highest responsibilities as Christian educators and perhaps the realm in which we have the greatest opportunity to equip and train students to impact the world for Christ.
“Silence in the face of evil is itself evil: God will not hold us guiltless. Not to speak is to speak. Not to act is to act.” – Dietrich Bonhoeffer
The Bible Department seeks to create a culture in which students learn to be compassionately uncompromising with the truth. We hope to develop students who are willing to die to themselves in order to follow the gospel. We hope to develop students who care about those that society marginalizes, excludes, and neglects. We hope to develop students who do not merely consume or critique culture but rather students who create culture. In pursuing these goals, we aim to create students who are trained and equipped to impact the world for Christ.
“As we strive to follow our Lord, we will often agree on what faithfulness looks like. But when disagreements and controversies arise, as they inevitably will, we hope that we will have learned to approach them as an opportunity to deepen our understanding of the truth and to grow in love for our Creator and for one another.” – Kevin Taylor, Controversy as Opportunity
The Bible Department seeks to create a culture in which the biblical text is not merely informational but rather transformational. We teach from the conviction that our role is not merely to transfer information but rather to create opportunities for the spiritual formation of each student. No other pedagogy lends itself to this goal to the same extent as does dialogue. Dialogue can be the medium through which the student reflects, the arena in which the student practices virtue, and the mirror in which the student learns of the self. We hope to develop students who dialogue about the biblical text with nuanced understanding. We hope to develop students who will adamantly test and prove every claim they hear against the claims of Scripture. We hope to develop students who are more interested in pursuing truth than they are in being right. We hope to develop students who engage in dialogue with the confidence necessary to speak for themselves, the fortitude required to listen with resilience, and the refusal to remain ignorant.
This course immerses students in the life of Jesus Christ as depicted in the four Gospels. The class will begin with an introduction to the geographic, political, and cultural situation of first century Palestine. Then, the majority of the course will be spent considering Christ’s birth, preparation for ministry, baptism, teaching, healing, disciple-making, crucifixion, resurrection, and ascension. The narrative in the Gospel of Luke will form the basic structure for the course, but there will be regular forays into the other Synoptic Gospels and the Gospel of John. By the end of the course, students will be familiar with the person and work of Christ as depicted in all four Gospels and be able to articulate a thoughtful response to Jesus’ own question, “Who do you say that I am?” (Matthew 16:15)
The New Testaments epistles contain instructions for godly living. These epistles were often written due to hardships or crises for developing Christian communities. This course surveys the epistles in light of their circumstances, background, context, and setting in order to equip students to better understand the instruction found in the New Testament epistles. Using the Book of Acts as a chronological template, students will learn about the early origins of the Christian church, the adverse conditions that it faced, and the political climate of the first century Greco-Roman world. The goal is that students will become proficient at interpreting biblical texts, capable of engaging in dialogue about the biblical text, and motivated to apply biblical guidance to modern life.
This course is designed to challenge students to know what they believe and then to develop the capacity to defend and explain those beliefs to others. Students will investigate five core areas: veritology, philosophy/ethics, anthropology, theology, and science. Juniors will be required to complete projects during each unit as well as an end of the year project that will focus on writing and defending their theistic worldview. The goal is that the students will be well-equipped to engage the world and culture surrounding them from a biblical worldview and perspective.
This is a discussion-based course that is designed to challenge students to explore the ways in which Christians can experience “life to the fullest” in specific areas relevant after high school (Relationships, Finance, The Word, and The Church). In order to robustly examine the Christian life in these significant areas, students will rely on contemporary and ancient authors as well as the biblical text.
In addition to this course content, Senior Seminar requires that students complete a Capstone Experience. In this experience, students design and pursue opportunities to reflect upon the way that their unique gifts can impact the world for Christ.
The goal is that students, through the careful reading of God’s word and the intentional practice of Christian virtue, will come to know themselves more fully, be better equipped to engage culture redemptively, and be capable of dialoging confidently and compassionately about the fullness of life found in Christ.
This course is designed to challenge students in the true meaning of discipleship–the long and narrow road to become more like Christ. Students will explore and experience discipleship through three main avenues. They will engage with the challenge and cost of discipleship by being discipled, discipling younger students, and encouraging one another in discipleship. Students will read and engage with the teaching of Christ, as well as with the teachings/writings of prominent Christians throughout history. In order for students to participate in this class, they must be selected and complete/undergo an extensive application/interview process. Students are able to participate in this course for two consecutive years.
Our Spanish program begins in 8th grade with Spanish 1. The courses 1, 2, 3, and Honors Spanish 4 build on each other and use continuous review of vocabulary and grammar concepts. The program is designed to give the students a comprehensive overview of the Spanish language. The program also gives students insight to Spanish-speaking cultures and people.
This course is designed to give students a good beginning in the Spanish Language. Level 1 introduces the four basic communicative skills, reading, and writing, speaking, and listening. In this year, students will communicate primarily using the present tense. Various cultures are also studied. There are no prerequisites to taking this course.
Spanish 2 reviews the major points learned in Spanish 1. This course will enhance the student’s ability to use their skills in speaking, listening, reading, writing, and cultural awareness. In this course, students will reinforce their abilities to communicate in the present tense, as well as begin to use past tenses. Various cultures are also studied.
Spanish III reviews the major points learned in Spanish 2. The course will enhance the students’ ability to use their skills in speaking, listening, reading, writing and cultural awareness. In this course, students will reinforce their abilities to communicate in the present and past tenses, as well as begin to use future, conditional tenses. Various cultures are also studied.
Spanish 4 reviews the major points learned in Spanish 3. The course will enhance the students’ ability to use their skills in speaking, listening, reading, writing and cultural awareness. In this course, students will reinforce their abilities to communicate in the present, past, future, and conditional tenses, as well as begin to use formal and informal commands and the subjunctive mood. Various cultures are also studied.
The 7-12 grade Language Arts program at Front Range Christian School seeks to enable students to evaluate literature from a Christian Worldview and to connect the values of the society to the literature it produces. Through the use of literature, writing and critical thinking skills, students are guided into an understanding that all literature must be filtered through God’s Word. All literature is examined for its Biblical value and truth. Critical thinking skills and expository writing skills are used to discern the effect that literary trends have upon revealing the values and beliefs of our society. All literary genres will be studied with specific emphasis placed on specific cultures as the students advance in their ability to discern.
It is our conviction that students are able to discern literature as it is filtered through the word of God. Understanding literature of a culture as it relates to God’s truth will enable students to understand the values of that culture and the effects that those values have on its ability to follow God’s plan for righteousness.
This course will give students practice in four major areas: the 6 Traits of Writing, grammar review, literary analysis, and college preparatory skills (goal setting, time management, study habits, test taking skills, and reading comprehension). Students will read, interpret, analyze, and evaluate short stories, poetry, nonfiction essays, Shakespeare’s Romeo and Juliet, and several other works. Students will discern biblical truths using critical thinking and writing skills. Students will develop strong study skills, research skills, as well as fine tune the mechanics of writing through well-developed five-paragraph essays, literary analysis essays, and a MLA-based research paper covering a topic outside of the English content area.
This course will give students practice in the areas of writing and literary analysis. Students will learn how to improve their writing style through numerous five-paragraph essays, literary analysis essays, and a literary analysis research paper (MLA-based) over the novel To Kill A Mockingbird. Students will read, interpret, analyze, and evaluate short stories, poetry, nonfiction essays, Romeo and Juliet, and other works. Students will discern biblical truths using critical thinking and writing skills. Grammar skills are reviewed and solidified with the goal of mastery.
World literature is examined by looking at universal themes, such as but not limited to, Expanding Horizons, Choices & Consequences, Turning Points, Clashing Forces, Striving for Success, and Legacies, as seen in ancient societies through modern day cultures. The focus is on how these universal themes are found in each culture and traceable back to their biblical foundations. This course will afford students the practical tools to facilitate their success in high school and lay the foundation for their success in college. These tools are comprised of various techniques designed to improve students’ abilities in reading, writing, verbal communications, and analytical skills. This will take the form of lectures; class discussions and activities; personal journals; and relevant, oral presentations. Students will learn and use the Toulmin method of argumentation in their writing assignments. Students will read, interpret, analyze, and evaluate short stories, poetry, nonfiction essays, and several literary works.
World literature is examined by looking at universal themes, such as but not limited to, Expanding Horizons, Choices & Consequences, Turning Points, Clashing Forces, Striving for Success, and Legacies, as seen in ancient societies through modern day cultures. The focus is on how these universal themes are found in each culture and traceable back to their biblical foundations. This course will also afford students the practical tools to facilitate their success in high school and lay the foundation for their success in college. These tools are comprised of various techniques designed to improve students’ abilities in reading, writing, verbal communications, and analytical skills. This will take the form of lectures; class discussions and activities; personal journals; relevant, oral presentations; and engaging papers, essays, and a research paper. Students will learn and use the Toulmin method of argumentation in their writing assignments. Books that will be covered in this class are available on the reading list. This course is intended to prepare students for AP Literature.
This course will present a study of American literature from Native Americans to contemporary authors. This course will afford students the practical tools to facilitate their success in high school and lay the foundation for their success in college. These tools are comprised of various techniques designed to improve students’ abilities in reading, writing, verbal communications, and analytical skills. This will take the form of lectures; class discussions and activities; personal journals; and relevant, oral presentations. Student writing is based on mastering the 6 Traits of Writing. Students will learn how to improve their writing styles through numerous five-paragraph essays, literary analysis essays, and a MLA-based research paper. Students will read, interpret, analyze, and evaluate short stories, poetry, nonfiction essays, and various literary works. Students will discern biblical truths using critical thinking and writing skills.
This course examines British literature as it relates to its history and culture. Emphasis is placed on the connection between the events of the day and literature produced as a result of those events. There will be frequent opportunities for writing both formally and informally with an emphasis on the six-trait writing process (ideas, organization, voice, word choice, sentence fluency and conventions). Models of published writings will be used as examples of one or more of the six-traits. Frequent feedback from both teacher and peers for revision will provide opportunities for encouragement and development.
AP English Language and Composition engages students in becoming skilled readers of prose, written in a variety of rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects as well as the way generic conventions and the style of language contribute to effectiveness of writing.
This course will emphasize the expository, analytical, and argumentative writing that forms the basis of academic and professional communication, as well as the personal and reflective writing that fosters the development of writing in any context. Students will read primary and secondary sources carefully, to synthesize material from these texts in their own compositions, and to cite sources using conventions recommended by professional organizations such as the Modern Language Association (MLA).
As a whole, this course will enable students to read complex texts with understanding and to write prose of sufficient richness and complexity to communicate effectively with mature readers.
As a culmination of this course, the student will take the AP English Language and Composition Exam given in May. A grade of 4 or 5 on this exam is considered equivalent to a 3.3 to 4.0 for comparable courses at the college or university level. A student who earns a grade of 3 or above on the exam may be granted college credit at most colleges and universities throughout the Unites States. Even if the student does not make a high score on the AP test, this class should be a benefit in and of itself.
The Advanced Placement Literature and composition class is designed to push students to achieve higher understanding and thinking skills as well as provide them the intellectual challenges and workload consistent with a typical undergraduate university English literature/ humanities course. By selecting a variety of texts from a variety of time periods, the student will be able to identify and apply not only the components of literature but be able to critically view each piece in an educated light. Above and beyond preparing the students for college, it is the teacher’s desire to provide an environment where the student begins to love literature and learning.
As a culmination of this course, the student will take the AP English Literature and Composition Exam given in May. A grade of 4 or 5 on this exam is considered equivalent to a 3.3 to 4.0 for comparable courses at the college or university level. A student who earns a grade of 3 or above on the exam may be granted college credit at most colleges and universities throughout the Unites States. Even if the student does not make a high score on the AP test, this class should be a benefit in and of itself.
The core courses for curriculum are Algebra and Geometry I, Algebra and Geometry II, Trigonometry and Pre-Calculus I, and Trigonometry and Pre-Calculus II. Geometry, Honors Algebra and Geometry II, and Honors Trigonometry and Pre-Calculus are opportunities available for advanced math students. They may begin Algebra and Geometry I as early as 8th grade and then proceed through the core courses one year ahead of schedule. This allows them the opportunity to take AP Calculus AB in their senior year. Advanced classes are available on an interest only basis.
To meet current college track graduation requirements, students MUST complete Four (4) Credits in Math within their high schools years. High schools credit will not be given to 8th grade students who complete Algebra and Geometry 1 during their 8th grade year.
In this course, students will build on the core algebraic building blocks that were presented in Pre-Algebra. This course utilizes multiple representations of problems, critical thinking problems, word problem practice, review of recent concepts, and hands-on exercises that help make the material applicable to the real world.
As a result of this course:
This course follows Algebra I and Geometry. Algebraic concepts will be taken to a deeper understanding by studying functions, “families of functions,” equations, inequalities, polynomials, rational expressions, complex numbers, matrices, and sequences and series. Students will learn to communicate, both orally and written, the logic of algebraic procedures and interpretation of results they find. The graphing calculator will be used to assist in teaching and learning.
This course is designed for students who have successfully completed Pre-Calculus/Trigonometry I. The course material is designed to introduce a student to the fundamental concepts of calculus while strengthening advanced mathematics principles. Upon successful completion of this course, a student will have acquired a proficiency in basic calculus concepts and will be prepared to successfully complete the Advanced Placement Calculus AB Exam. The course integrates multiple physics and engineering applications with the calculus content, thus providing the student a broad range of experience in both the pure mathematical as well as the applied mathematical aspects of the calculus content. The course utilizes an “incremental development” approach to present the lessons in order to provide a solid foundation that encourages mastery of all concepts. This class covers approximately 100 lessons over the course of the year and follows the material sequence as laid out in the text. Elements from the text that are not covered on the Advanced Placement Calculus BC Exam are eliminated or covered in brief detail. Homework usually consists of 15-20 problems per day with testing approximately twice a quarter.
Students who successfully complete any of FRCS’s AP classes may also receive dual credit from Colorado Christian University (CCU) at a cost of $200 for three credit hours (this is in addition to the $90 AP exam fee).
In this math course, students are equipped with foundational math skills necessary for solving and analyzing problems they are likely to encounter in the real world. Topics include review of important algebra and geometry concepts, financial literacy, elements of construction and design, and data analysis. Current math teacher approval required to take this course.
This course is designed for students who have successfully completed a minimum of Algebra I. Throughout the course, students will use both inductive and deductive reasoning to create proofs of theorems and postulates being learned. Geometry is intended to familiarize a student with spatial relationships in two dimensional shapes and in the end to three dimensional space. The course begins by introducing students to lines and angles, especially in reference to parallel and perpendicular lines. It then moves into the relationships of congruence, proportion, and similarity in triangles. The students will then take the relationships learned about triangles and extend them to quadrilaterals and circles, with special emphasis given to angles, arcs and segments intersecting a circle. Finally, students will take the information learned in two dimensional space and formulate theorems and postulates that are similar in three dimensional space.
An introduction to probability, basic statistics and statistical analysis. Descriptive and inferential statistics and attendant research designs will be investigated. Students will become familiar with statistical formulas in spreadsheet applications, although this is not a course focused on computer generated statistics as much as it is on the underlying assumptions and concepts used in statistical analysis. This course is designed to teach the student how to properly collect, analyze and interpret data for the purposes of research. Students will learn how to evaluate statistically based research studies and recognize bias when present in print or media. Topics include: Data Presentation and Summarization, Probability, Probability Distributions, Normal Distributions, Estimates and Sample Sizes, Testing Hypotheses, Tests Comparing Two Populations, Correlation and Regression.
This course is designed to provide a foundational understanding of calculus concepts, such as linear relations, functions, equations, inequalities, and graphs as well as polynomial, rational, exponential, and logarithmic functions. Polar coordinates, complex numbers, critical points, and limits are also explored. The course covers a unit in trigonometry and one in statistics. The student will become familiar with using a graphing calculator to aid with his/her problem solving skills. The course provides real-world application problems, graphing calculator explorations, review of past concepts, and SAT/ACT preparation problems.
Science is a specific way of examining nature. From seventh grade to high school, our students learn scientific methodology through inquiry and problem solving, as well as application for practical purposes. A good background in science is essential for an increasing number of professions. It is also helpful for making intelligent choices in an increasingly technological society. The purpose of the Front Range Christian school science program is to provide the student with a foundational knowledge of the sciences, an appreciation of its many benefits to mankind, and a better understanding of the precision and design of the physical world that God has created.
To meet current college track graduation requirements, students MUST earn 4 Physical Science credits.
This class involves an instructional analysis of human anatomy and physiology. It describes cellular organization, and then proceeds through tissues, organs, and organ systems. The lab exercises are integrated closely with the content of the Anatomy/Physiology lectures and are designed to review and illustrate various anatomical and physiological facts and principles presented in lecture and the textbook to help students investigate some of these ideas in more detail. This course is intended for students who may have an interest in pursuing a career in allied health fields.
The Biology AP course is designed to be taken by students after the successful completion of both high school biology and chemistry. Biology AP includes those topics regularly covered in a college introductory biology course and differs significantly from the standards-based, high school biology course with respect to the kind of textbook used, the range and depth of topics covered, the kind of laboratory work performed by students, and the time and effort required of the students. The textbook used by Biology AP is also used by college biology majors and the kinds of labs done by AP students are equivalent to those done by college students. Biology AP is a course that aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of biology. This course is designed to prepare students for the Biology College Board Advanced Placement Exam.
Students who successfully complete any of FRCS’s AP classes may also receive dual credit from Colorado Christian University (CCU) at a cost of $200 for three credit hours (this is in addition to the $90 AP exam fee).
AP Chemistry is an in-depth, fast-paced second year chemistry course for advanced students with a genuine interest in chemistry. The course provides students with a thorough grounding in chemical principles and quantitative reasoning, with an emphasis on inorganic chemistry. The workload is equivalent to a first-year college level general chemistry sequence, including an intensive and broad laboratory component. Self-motivated, independent learners who have demonstrated strong abilities in previous science courses are encouraged to take this rigorous, but rewarding, course.
All students enrolled in this course are prepared for and expected to take the AP examination in May.
Biology includes the study of all life forms and is subdivided into cell biology, genetics, classification and diversity of kingdoms, and human biology. This class is designed and taught using both theory/lecture and hands-on laboratory activities. Students will focus on developing a better understanding of the scientific method of problem solving as it relates to living things. Videos and other instructional media are also used to introduce and explore various biological concepts.
Chemistry is designed to fit the needs of students who desire a basis in chemistry concepts and laboratory skills. The purpose of the course is to provide the student with a foundational knowledge of chemistry, an appreciation of its many benefits to mankind, and a better understanding of the precision and design of the physical world that God has created. It is designed for students that are interested in science, and may be taking chemistry, or other science courses in college. Laboratory activities are very much a part of this course, so students will often be designing and completing experiments, making observations, and analyzing data.
Earth science is the study of earth and space. Topics will include the earth’s origin and history (the Genesis account of creation is stressed, but various theories of origin are also discussed), the materials that compose the earth, internal processes (earthquakes, volcanoes, plate tectonics), air and water, environmental issues and astronomy. Throughout the study of earth science, students will apply the scientific method of problem solving, participate in lab activities, review systems of measurement, create and interpret maps, charts and graphs, conduct primary and secondary research, and quarterly article summaries.
Honors Biology parallels the units offered in our general Biology course, but is more in-depth and comprehensive, moves at a faster pace, focuses on developing a strong knowledge of the scientific method of investigation, and involve more critical thinking on the student’s part.
This class includes individual and group research and project work.
The lab exercises are enhanced and designed to stimulate interest in the subject matter and to involve students in the learning process through hands-on activities. Academically motivated students who are interested in the medical or biological fields are encouraged to take this course. Strong reading ability and research skills are expected.
Physics is the branch of science that deals with the properties, changes, and interactions of matter and energy. Throughout the course of the year students will investigate a variety of topics including motion, force, energy, light, and electricity. This physics course is designed to give students a broad introduction to the concepts of physics without a heavy emphasis on mathematics. Students will apply the scientific method to their thought processes as they engage in hands on activities designed to investigate the topics covered in this class. Students will become familiar with the tools used in the laboratory and be able to compose technical lab reports including computer generated data tables and graphs.
These courses provide students with a wide variety of academic interests that will help students pursue and engage in critical thinking outside their core courses.
Please be aware that elective availability is based on enrollment and registration, so not all electives are offered each year. Please note that many of the elective courses require an additional fee. Keep this in mind when choosing your electives.
Some courses may fit multiple categories so could be used to fulfill fine arts, physical education, or general credits as needed. Please speak with the Director of Guidance and Counseling to ensure you satisfy your credit requirements for graduation.
This course is designed to prepare students to take the ACT college entrance exam with a small introduction into the SAT as well. In addition, students are provided the necessary information to make an informed decision about college and develop the tools necessary to complete college applications, scholarships applications, and financial aid requests.
This course is designed to build confidence and provide basic skills in public speaking with an emphasis placed on clear organization and competent presentation. Value is placed on group activities involving efficient listening skills and dialogue in the sharing of ideas. Debate is also introduced as a form of public speaking emphasizing the organization of arguments and the use of proof in which to support the arguments. A stimulating, interactive, open, and friendly classroom environment will be maintained in order to promote critical thinking, intellectual growth and communicative competence. As human beings created in the image of God, we have a responsibility to communicate in a way that influences our world and honors him. It is with that focus, we will strive to image our Lord well.
Based on the core values and philosophy of FRCS, the mission of the Fine and Performing Arts Department is to produce students with a Christian mindset towards each discipline and who will “act justly, love mercy and walk humbly before God.” (Micah 4:6) It is to produce students who, as humans, understand their place in this world as revealed through God’s Word and through the various disciplines. Students are expected to honor the abilities which make humans unique in God’s creation through artistic creativity and in their capacities for speech, music and drama. Students will be encouraged to pursue wholeness in their area of interest with moral integrity and compassion for others and to develop abilities that will equip them to become discriminatory and innovative leaders.
Please note that FRCS Senior High Electives change from year to year, so descriptions are not included in this online catalog. An elective catalog is sent to students and their parents before the beginning of the school year with the available electives for that year. Some years, another will be sent before the start of second semester if needed.
Here is a sample of some of the Fine Arts Electives FRCS has offered in the past:
Please note that FRCS Senior High Electives change from year to year, so descriptions are not included in this online catalog. An elective catalog is sent to students and their parents before the beginning of the school year with the available electives for that year. Some years, another will be sent before the start of second semester if needed.
Here is a sample of some of the General Electives FRCS has offered in the past:
Please note that FRCS Senior High Electives change from year to year, so descriptions are not included in this online catalog. An elective catalog is sent to students and their parents before the beginning of the school year with the available electives for that year. Some years, another will be sent before the start of second semester if needed.
Here is a sample of some of the Physical Education Electives FRCS has offered in the past:
Social Studies
Course Plan
9th Grade
10th Grade
11th Grade
12th Grade
Department Overview
God has given us the ability to govern ourselves and institute government. His principles and guidelines provide the foundation of a well ordered society. The Social Science department strives to ensure that our students become citizens who follow Jesus Christ as a role model in their interactions with society: individuals, government, and employment. To develop these skills, students will explore and examine the content areas of geography, history, economics, psychology, and government.
To meet current college track graduation requirements, students MUST complete 4 credits of Social Science.
Course Descriptions
American History
In this course, students are challenged to analyze the past in recognition of God’s sovereign will throughout all of creation. We evaluate primary source documents and recent secondary interpretations of history in light of God’s truth as revealed in His Word, discerning God’s purpose in making His name known through individuals, events, and creation itself. Therefore, get ready to use a worldview based on God’s Word to ask radical new questions of the past events that have shaped our world into what it is today.
Students learn to critically assess American history from the Reconstruction Era to the present, analyzing chronology in terms of major historical themes. Students not only master the historic content, but also strengthen their reading, critical-thinking, and essay-writing skills. This course allows you to work frequently with primary sources (original documents) and recent historiography (historians’ research and perspectives) to think deeply about interpretations of American History and their implications for the future.
The course chronologically covers aspects of America’s development, including the political, social, diplomatic, environmental, and economic aspects of history. Students are expected to develop a critical understanding of key themes of United States history, including American identity, culture, demography, economic transformations, environment, globalization, politics and citizenship, reform, religion, slavery and its legacies, and war and diplomacy. These themes are not necessarily ranked in order of emphasis or importance.
AP European History
AP European History is a challenging college-level course which serves as an introduction to the history of Europe from 1450 to the present. It divides European History into nine units, each of which is covered thoroughly during the year. Although there are certainly a lot of names, wars, and dates involved, this class is primarily a class about ideas and skills. From the time of the Renaissance, when we can see the seeds of many of today’s values emerging, through the fall of Communism, this course guides students through thoughtful analysis of European History and their own personal role in God’s story.
AP U.S. History
In AP US History (APUSH) students take an in-depth look at the history of the United States before the time of colonization all the way to the present day. Like most AP courses, this is a rigorous course that stretches students to grow in their thinking about historical processes and events. The year builds toward the national exam, but no matter the result of the test students are encouraged that the skills and practices they learn through this course serve as lifelong skills they may use across life and higher education. Throughout this course of study, instructor and students partner together to further students’ understanding of United States History for the glory of Christ!
Civics and Modern World
In Civics, we tackle questions on the minds of many of our seniors, such as: How can I be an effective citizen; What am I doing after high school; How will economics play a role in my life; and How can I use my life to honor God? While I do not claim to have all the answers to these lofty questions, I can promise that I will walk alongside you as you begin to tackle them on your own and as a class. We will follow a plan of first establishing the how and why of government before taking it down to a personal level of how you can be involved. This class is primarily discussion-based, so I hope that students come prepared to discuss these ideas with a creative and inquisitive spirit. Together we can help prepare you to be the culture-makers for Christ that you were all called to be!
Geography/Ancient Civilizations
In the first semester, the class focuses on World Geography. Geography is the study of God’s creations (solar system, earth, global regions, landforms, water forms, places, plants, and animals) and how God’s most precious creation, human beings, interact with them. Students will analyze the physical and human characteristics of places and regions within the world; and examine the physical processes, ecosystems, and human activities that shape the earth’s surface. In doing so, students will increase their understanding of the relationships between people, places, and environments in order to interpret the past and understand their future. This course specifically focuses on the understanding of geography from a cultural perspective.
In the second semester, the focus shifts to Ancient World Civilizations. Ancient World Civ provides a look at world history from the perspective of God’s dealings with mankind. Students explore the people, events and developments that form the major eras of history from its origin up until the Medieval Era. Emphasis is placed on the development and changes in major worldviews that shape human interaction and behaviors as compared and contrasted to a Biblical worldview. The course links the past to the present and recognizes the contribution students themselves can make to history. The process of historical inquiry, chronological organization, synthesis of information, and critical thinking are utilized.
Public Speaking
In Public Speaking, we discuss the principles of the voice that allow us to effectively engage in the work of speech. Once we have mastered the use of the voice, we explore adding the use of logos, ethos, and pathos to our public speaking endeavors. In this course, especially in the section on debate, we address some controversial topics. This is not for shock value, but rather to prepare students to engage in a world that is engulfed in many controversial topics.
World History
In World History, students explore the development of the different continents from ancient times to modern-day civilizations. Practically, this means that we look at the development of civilizations across the continents starting after the Fall of Rome until the beginning of World War I. The ultimate goal of this class is not to know everything that occurred in that time period exhaustively, but that students walk away with a general understanding of the broad time periods and a greater appreciation of how we arrived at where we are today.