Electives

Department Overview

Please use the Navigation menu on the left to select the elective course you wish to explore.

Speech

Debate

Introduction to Philosophy Honors

Course Description

In this honors-level course, students will discover that ideas have serious consequences, and humans have grappled with deep and profound questions for millenia: What is real? What is a person? What can we know? Students are invited to enter into this conversation in order to understand the ways ideas have sprouted, grown, died, and been replaced with new ideas that constitute contemporary thought. To develop a basic understanding of the history of philosophical ideas, students well attend  to the three major branches of philosophy: metaphysics (what exists); epistemology (what we can know and how we can know), and ethics (what is right) by encountering the thoughts of humanity’s most influential philosophers (e.g., Plato, Augustine, Aquinas, Descartes, Kant, Hume, Nietzsche, etc.). Additionally, students will develop philosophical reasoning skills (e.g., logic, rationality, argumentation, evaluation, synthesis, etc.) and philosophical writing skills (e.g., argument outlining, argument construction, reasoned and principled critique, philosophical essay, etc.). The inherently more challenging reading selections, as well as the emphasis on logic and critical thinking related to philosophical treatises sets this apart as an Honors level course.  The course material in Introduction to Philosophy is different from the material that is covered in its sister-course, Philosophy in Literature, which primarily focuses on worldviews as interpretive lenses for literary analysis of novels, short stories, and poetry. 

However, what students learn will stay with them for the rest of their lives and will not only serve to enhance their appreciation of the beauty of God and His creation but will also equip them with practical skills of being able to listen to and analyze arguments carefully, while also communicating their own viewpoints clearly and effectively. 

Scientific Research

The Scientific Research Course is designed for students with an interest in careers in the biological sciences involving research. Through the process of developing, designing and conducting a science research project students learn valuable research skills. These skills include but are not limited to the reading of primary literature, problem solving, critical thinking and focused curiosity. Students practice science communication skills and are expected to communicate their research and results at the Synopsys Science and Technology Championship presented by the Santa Clara Valley Science and Engineering Fair Association. The BSL-1 laboratory course is designed for mammalian cell or model organism research questions. Discussion topics include analysis of claims, false claims, career opportunities, peer-review, model organisms, cell culture, biotechnology, and basic lab skills and research equipment. Interested students will need to fill out an application and meet with the instructor to discuss proposed research prior to acceptance into the class.

Additional Expectations: Students keep a laboratory notebook with regular entries, meet the deadlines for written checkpoints, topic talks, and research proposals. The course models a research community including participating in peer review of student projects. Self-motivation and a desire to complete research is a key component to student success in this course.

Psychology

As a college-prep elective, Psychology provides students with a foundational understanding of psychology’s key concepts, people, and debates. The overarching emphasis of the course is on a historical and philosophical approach to the way human beings think and behave, with somewhat limited engagement with the biological and experiment-oriented perspectives that are more typical of AP. In particular, the course focuses on developmental, social, cognitive, and clinical psychology. There are opportunities for investigating and applying theoretical approaches throughout, giving students the opportunity to see how psychology’s ideas have real-world implications and the power to inform daily living.

AP Psychology

AP Psychology at VCHS introduces the scientific study of human behavior and mental processes using a Christ-centered framework for integrated “soul care” grounded in the restoration and wholeness that God desires for all of His children. This discipline provides Christians with tangible tools to implement Biblical instructions such as “taking captive every thought,” (II Cor. 10:5) to “not conform to the patterns of this world,” (Rom. 12:1), and how to love ourselves and love others (Matt. 22:39). 

Students will learn about practical tools learned through psychology to live those truths out, along with the founding psychologists and foundational theories such as the biological bases of behavior, sensation and perception, learning and cognition, motivation, developmental psychology, testing and individual differences, treatments of psychological disorders, and social psychology. Throughout the course, students employ psychological research methods, including Biblical ethical considerations, as they use the scientific method, evaluate claims and evidence, and effectively communicate ideas.

Additional Expectation: This is a college-level course, so students must be prepared for complex texts, fast-paced content, and college-level assessments.

Note: Class size is limited and priority will be given to upperclassmen.

Applied English and Bible Fundamentals

Applied English and Bible Fundamentals course equips new VCHS International students with advanced academic English skills and knowledge of the Bible. The class is comprised of two components: academic English and Bible. The English component of the class helps students develop language skills through social communication, group discussions, and presentations. The Bible component of the class explores and identifies the overarching themes of the Bible and teaches students key events and characters in the Old and the New Testaments.

ASB Student Government

Designed for elected ASB President appointed Vice Presidents and appointed representatives, this course  provides foundational training in student leadership, emphasizing vision-casting, budgeting, event coordination, and effective communication. Students cultivate a positive school culture, strengthen school spirit, and promote belonging while modeling the values of Valley Christian High School through purposeful, creative, and integrity-driven leadership. ASB Student Government students organize rallies, dances, community events, cultural celebrations, and oversee both spirit weeks: Homecoming in the fall and Warrior Warz in the spring. As a leadership course, ASB requires significant time outside of class. Students will earn 15 hours of non-profit community service.

Additional Expectations: Students are required to attend all ASB functions, including school dances and evening events. Students have frequent lunch time responsibilities, including ticket sales and organizing lunch time activities. Many evening events require additional time (setup the night before, arriving early and staying late for setup and cleanup, etc.).

Student Government & Leadership

This course develops leadership skills, organizational knowledge, and school spirit aligned with the mission of Valley Christian High School. Students work closely with administration, represent their peers, and collaborate on projects that enhance the high school experience. Coursework emphasizes communication, policy development, social engagement, and strategic planning, all within a Christ-centered framework of service. Student Government members help shape policy, strengthen communication channels, and organize key events including Culture Week, Fall Fest, and Peppermint Praise. As a leadership course, this class requires significant time outside of class. Students will earn 15 hours of non-profit community service.

Additional Expectations: Please be aware that Student Government has significant time commitments, both during class and often during lunch or outside of school hours. Members are required to contribute an average of 75–100 hours over the course of the school year, and these hours are tied to your grade. Therefore, we encourage you to carefully consider your course schedule, extracurricular activities, job schedule, and family responsibilities before applying.

Civic Leadership & the Power of Communication

This course explores how communication shapes community and identity, emphasizing leadership rooted in a Christian worldview. Students examine culture, narrative, and voice while practicing responsible, grace-filled communication. Partnerships with ASB, Yearbook, and Student Government provide hands-on leadership opportunities to amplify student voice and positively influence school culture for all students. As a leadership class, this course requires significant time commitment outside of class. Students will earn 15 hours of non-profit community service hours.

Additional Expectations: Please be aware that Civic Leadership & Communication has significant time commitments, both during class and often during lunch or outside of school hours, and these hours are tied to your grade. Therefore, we encourage you to carefully consider your course schedule, extracurricular activities, job schedule, and family responsibilities before applying.

Study Hall

This is a supervised time during which students may work on school assignments. Students are expected to be on task, and the supervising teacher checks student grades twice a month to monitor each student’s progress. This course may be chosen as an elective, but no credit is earned toward graduation.

Limit: One Study Hall per year

Counselor Aide

Students may apply to serve as a Counselor Aide, supporting our counseling and wellness team in meaningful, hands-on ways. This opportunity is open to juniors and seniors who are eager to bring their skills into an authentic office setting while gaining valuable experience. Successful counselor aides are dependable, self-motivated, and able to recognize what needs to be done and follow through with care and initiative. Typical responsibilities may include delivering call slips to classrooms, preparing welcome materials (such as goodie bags) for college representative visits, assisting with creative projects, and offering student perspectives as we intentionally seek student voice. Because this role functions at an internship level, aides are expected to consistently follow all supervisor guidelines and demonstrate professionalism in order to remain in the program.

Teacher's Aide

The TA program offers juniors and seniors an opportunity to learn and enhance organizational and administrative skills in a classroom setting. Students provide teachers with needed support and practical assistance in various teaching areas. Typical duties for the TA include filing, bulletin board maintenance, classroom set-up and organization, and teacher-supervised assistance. Students requesting to be TAs should not only request this course but should complete the online form to indicate which teacher(s) they would like to assist.

Library Aide

The Library Aide role offers students an opportunity to learn more about and help with the operation of a library.  Students will assist the Skyway Library staff in shelving books, shelf reading and facing the collection, delivering and retrieving materials from classrooms, creating attractive and timely book and wall displays, dusting the shelves, and occasionally help with JH Study Hall.  The Library Aide may also offer program and other input as we continue to shape Skyway Library to meet our community’s needs.  Library Aide students should interact well with peers and adults, possess excellent organizational skills, and have an interest in and appreciation for libraries and their resources and services.

Office Aide

Students may seek a position as an office aide, assisting in an on-campus office. This program offers juniors and seniors the opportunity to apply existing skills to an authentic office environment. Students who want to participate must have previous experience that demonstrates high levels of responsibility. Students need to possess self-starter qualities and an ability to observe which actions are needed and then fulfill them. Strict adherence to the guidelines set forth by the supervisor are mandatory to remain in these internship-level positions.

REACH Aide

The REACH program offers students the opportunity to work closely with their peers, who struggle academically, socially, and emotionally. Typical REACH Aide duties include sharing experiences, classroom set-up, and organization, and peer tutoring. Students will also be asked to build respectful and trusting relationships with peers and staff and impact REACH students in a positive manner. 

Peer Tutor

Open Period or Unscheduled

Most students have one open period in the morning, on either the student's A-day or B-day. An additional unscheduled morning or afternoon period is available only to seniors who opt to take a reduced academic load of six courses. VCHS does not recommend that seniors take an unscheduled period.

Intro to REACH

Intro to REACH is a hands-on class that provides students with the skills, resources, and support to help increase their self-esteem, academic achievement, classroom processes, and procedures, and develop healthy relationships with peers and teachers. The REACH staff is dedicated to supporting students holistically both in and out of the classroom. Skills taught include executive functioning, social and emotional learning, and strategies and discipline for academic success. The goal is to partner with students in their academic journey and to develop independent learners who take ownership of their education.

REACH

REACH is a continuation of Intro to REACH and provides students another year to develop and grow holistically. The REACH staff focuses on strengthening students’ areas of need as well as helping to prepare students for college and career readiness. Students are encouraged to implement the strategies taught in REACH class in all different areas of their lives. The goal of this course is to increase their academic performance through accountability, decision-making, and a growth mindset.