Upper School

In addition to the academic benefits students gain from honing the executive and critical thinking skills necessary to complete a long-term project, students also have the opportunity to work directly with a faculty mentor on a project with real-world significance. Throughout the process, students learn how to conduct and present research and/or manage a project at a deeper level than anything they have previously experienced.

It is precisely this sort of real-world learning that universities and colleges seek. The Diploma with Distinction program gives the student a ready-made topic of conversation for interviews and essays during the admissions and scholarship process, demonstrating depth of study as well as showcasing an area of passion embraced by the student.

Each Capstone Project consists of five modules which are completed in sequence by the final dates listed below.  It is possible for students to move at a quicker pace if a module is completed prior to the date given.

• Module 1: Formation of Project and Committee (September to February of Junior Year)
   
• Module 2: Background Research and Literature Review (February of Junior Year to August of Senior Year)
   
• Module 3: Drafting of Project (August to December of Senior Year)
   
• Module 4: Revision of Project (December to March of Senior Year)
   
• Module 5: Defense, Presentation, and Recognition of Project (March to May of Senior Year)

• A study of war-related Post-Traumatic Stress Disorder as presented in nonfiction, fiction, and elements of popular culture.
• Exploring, understanding, and creating a successful and viable business plan in order to manage a small computer company.
• An examination of the psychological and sociological implications of losing a parent, accompanied by an artistic depiction of one’s healing process.
• An investigation into the prevention, diagnosis, and treatment of the Unhappy Triad knee injury in basketball players.
• A postmodern creative narrative of shifting perspectives that reveal progressive mental instability and illness.
• A cinematic interpretation of an adolescent’s handling of personal tragedy.
• An analysis of fashion as high art, culminating in an exposition of wearable art.
• An insight into financial trends and social media marketing strategies of local small businesses.
• Tracing the visual history of South Carolina docks using mixed media and aesthetic representation.
• An exploration into the history and adaptations of Tchaikovsky’s The Nutcracker accompanied by a contemporary reimagining of his ballet.

Our project-and inquiry-based curriculum centers on driving questions, created from real-world situations, which creates ownership in the authentic learning process.

Students engage learning through multiple pathways based on their own passions and skills.

Mentors facilitate this learning by working collaboratively with students to continuously reflect on artifact creation, supplying supplemental, standards-based materials, and coordinating meaningful resources for students.

From professionals sharing experiences to mock interviews and internships, exposure to the professional world serves to hone interests and create relationships that shape the futures of our students. These community relationships assist in the effectiveness of student learning.

Students are exposed to flexible learning spaces that promote communication and collaboration and mimic the spatial designs they will encounter in their future workplaces. Learning suites also promote collaboration between mentors, which improves instruction efficiency and breadth of coverage.

To properly assess interests and provide the best experience, knowing students on a deeper level is vital. Through HHCA's Bible curriculum, daily E-10 meetings, and consistent communication with mentors and our Guidance Team, students are known and served in a unique way. Frequent conversation and connection with mentors help coordinate the academic, emotional, and spiritual needs of students.

For our students, school is so much more than Academics. Our Christ-centered approach encourages discussion and provides meaning to the processes undertaken during the school day. Pointing individuals to a relationship with Christ through the examples set by adults and peers, along with life questions addressed with Biblical truths and mission opportunities, manifest a servant spirit that results in a knowledge of Christ and the ability to make Him known.