HS Academics

Graduation requirements

In order to graduate from CAJ, students are required to complete the following courses:

• 4 credits Bible (one credit for each year enrolled at CAJ)
• 8 credits English
• 2 credits Creative arts
• 4 credits Mathematics
• 4 credits PE/health
• 4 credits Science
• 8 credits Social Studies (World History, Comparative Government and Politics, Japanese Culture, US History or other Social Studies class, Senior Capstone (including the Senior Comprehensives process)
• 4 credits World languages
• Elective credits to add to a total of 50 credits
  

NOTE: Universities and colleges may require coursework beyond these minimums -- please consult with the guidance counselors or contact the colleges directly.

Courses Eligible for Each Category

Bible: Bible 9, Bible 10/11 Electives (two), Bible 12.

Creative Arts: Art Design, Ceramics, Drawing and Painting, AP Art & Design, Symphonic Band, Jazz Ensemble, Concert Choir, Chamber Singers, Handbell Ensemble, String Orchestra, Digital Music Design, Yearbook (Matsu), Culinary and Textile Arts, Design and Technology

English: English 9, English 10, English 11, English 12, AP English Language and Composition, AP English Literature and Composition

Mathematics: Algebra 1, Algebra 2, Geometry, Precalculus, Applied Mathematics, Statistics, AP Calculus AB, AP Calculus BC.

PE/Health: PE/Health, Strength and Conditioning

Science: Biology, AP Biology, Chemistry, AP Chemistry, Physics, AP Physics 1, AP Physics 2, Environmental Science, Computer Programming.

Social Studies: World History, Comparative Government and Politics, US History 11, Japanese Culture, Senior Capstone, Psychology, AP Economics, AP World History: Modern.

World Languages: Japanese: Foundations, Intermediate, Advanced, Comprehensive; Japanese Composition, Japanese Literature and Society, Japanese Literature: 20th Century Authors, Japanese Christian Literature, Spanish I, Spanish II, Spanish III and IV, Effective Reading and Writing.

Electives: any course that is not required, from any department.

Special circumstances

1. Students who are gone from CAJ for a semester or two and are planning to return are to contact the registrar regarding the schedule they plan to take and are responsible to take classes which meet graduation requirements. If, due to schedule conflicts at the new school, a student is unable to take all expected requirements for CAJ, the registrar will explain the matter to the principal, who will make a recommendation to the head of school for a final decision.
2. Exceptions to CAJ’s graduation requirements may be granted by the head of school.

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Transcripts, records, and official letters

Requests for school transcripts, school records including documentation of attendance, enrollment, etc. can be made by contacting the registrar, registrar@caj.ac.jp. All requests should be made one week in advance of the date needed.

High school students needing transcripts for colleges should follow this procedure: Transcripts, High School

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Probation policy

CAJ uses an academic probation system to help students succeed in school. The high school policy is as follows:

• Failure in any semester course will result in academic probation for a minimum of one semester.
• Probation status for those failing a course needed for graduation will remain in effect until the student takes and passes that course (or an agreed substitute course) so that the deficiency is removed and the student is back on track toward completing graduation requirements (38 semesters of specified courses + 10 electives = 48 total for an average of 6 per semester and 12 per year).
• The student must make up the course needed for graduation according to the following schedule:
  • A course failed during first or second semester of the freshman year must be made up prior to the start of the junior year.
  • A course failed during first or second semester of the sophomore year must be made up prior to the start of the senior year.
  • A course failed during first or second semester of the junior year must be made up prior to graduation.
  • A course failed during the senior year must be made up prior to graduation.
• If the student does not make up the course by the time specified above,
  • The student who failed a course in the freshman or sophomore year will face probable suspension and will not be readmitted until the course is made up.
  • Further, to be readmitted in the proper grade level, the student must have completed appropriate credits for that grade level missed while on suspension.
  • The student who failed a course in the junior or senior year will not graduate at the end of the senior year.
• If, while on probation, the student fails a second course, or if the student fails two or more courses in one semester, the student will face probable suspension and will not be readmitted until all courses (or agreed upon substitute courses) have been taken and passed.
• Further, to be readmitted in the proper grade level, the student must have completed appropriate credits for that grade level missed while on suspension.
• Students who are on academic probation will not be eligible for cocurricular activities. Exceptions to this policy may be made for any student with a documented learning or emotional disability.

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Google Classroom

Google Classroom is a classroom web interface provided by Google for Education. This allows the teachers to interact with the students through announcements, assignments and other online interaction allowing for easier communication, distribution of work and collaboration. The use of this platform is encouraged throughout the secondary courses to create educational opportunities and online interactivity.

Final Assignment Deadlines

At the end of each semester a date approximately one week before the last day of the semester is designated as the final assignment deadline:

• 1. No major assignments (anything other than regular daily assignments and quizzes) are to be due after (date ~one week before end of semester) except in semester length classes.
• 2. No late work already more than five days late may be turned in after (date ~one week before end of the semester).
• 3. No work for any class, even for new small assignments or assignments in semester length courses, can be turned in after (last day of the quarter).

Special circumstance exceptions can only be granted by the High School Principal.

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CAJ Homework Philosophy

• In general, CAJ believes homework should deepen and reinforce understanding and skill. It should provide independent practice, introduce new material, or provide enrichment and stimulate thinking. If homework is assigned as independent practice, it should be preceded by guided practice in class.
• Homework assignments should be meaningful, reasonable, and well planned to encourage the “joy of learning,” never as punishment or as a substitute for teaching.
• Students should know why the assignment is given, how and when they are to complete it, and how they will be held accountable.
• Teachers should be sensitive to other demands placed on students and coordinate due dates for tests and other projects.
• MS and HS teachers are required to post homework on the class calendars. See the principal or technology coordinator for more information.

High School Guidelines

• High school is a time of learning independence and preparing for responsibilities beyond high school, both in academics and careers. We expect that homework expectations will intensify from middle school and gradually increase during students’ high school years. Our guidance curriculum will intentionally provide support and instruction for underclassmen to help them know, understand, and use effective time management and study skills.
• We expect teachers to collaborate in monitoring dates of major assignments to help students manage their workload.
• We respect that students have lives that involve more than academics and we want to encourage church involvement on Sundays, so generally we will not have major assignments or tests on Mondays or on the first day back from a vacation.
• AP classes will require more time spent on homework and study. Students and parents sign an agreement indicating that they understand the additional time necessary for success when they enter an AP course.
• Students who use their time well, plan ahead, minimize interruptions, and practice effective study strategies should not spend more than an average of 2 hours of homework in a night. When major projects, papers, and presentations are due, this amount may increase, though every effort will be made by teachers to not have multiple deadlines at the same time.

Late Work

Please also see the Late Work Policy

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Study hall

Study halls exist for studying (reviewing one’s agenda, planning and organizing, completing assignments, preparing for tests, doing research). Study hall supervisors may require all students to remain in the study hall room for quiet study for a designated period of time before allowing them to leave.

• Once assignments and planning are completed, students may use study hall time to:
  • Read quietly
  • Take care of other school business (such as an appointment with the guidance counselor or registrar)
• Study hall guidelines:
  • Students are expected to study. This means they may not be playing games or engaging in any other activities not directly connected to their education.
  • Study hall teachers will be checking for missing assignments, and additional restrictions will be placed on students who are missing an assignment in any class.
  • The study hall teacher may provide a pass (in the student’s Agenda) for students whose assignment requires them to work in the library, LRC, or computer lab.
  • Music students may take a music lesson or practice on a regular basis during their study hall time.
  • Arrangements should be made with the music department coordinator (Scott Ponzani, sponzani@caj.or.jp) who will provide names to the divisional principal to approve the absence from study hall.

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MLA Abbreviated Style Guide

“Why do I need to learn MLA style?” It is a question we sometimes hear at the Modern Language Association, and the answer is simple. Every time you write a research paper, you enter into a community of writers and scholars. The disciplines in this community all use conventions—think of the ways chemists, mathematicians, and philosophers use symbols and special terms to transmit information. MLA style represents a consensus among teachers, scholars, and librarians in the fields of language and literature on the conventions for documenting research, and those conventions will help you organize your research paper coherently. By using MLA style, you will direct your readers to the sources you consulted in arriving at your findings, and you will enable them to build on your work. (Gibaldi xiii)

MLA Video Modules

1. Setting Paper Size
2. Format Name Block
3. Setting the Font
4. Setting Setting Double Space
5. Formatting Running Head

Formatting your Paper (see Gibaldi, pages 115 and following for examples)

• Use 1 inch margins (or centimeter equivalent) on all sides (4.1)
• Align document to the left margin (don’t center “justify” margins) (4.1)
• Use 12 point serif font throughout the document (eg. Times New Roman) (4.2)
• Begin your first page with the following heading in the upper left corner (4.3):
  • your name
  • your instructor’s name
  • class name
  • date (05 November 2011 or November 5, 2011)
• Double space everything (4.2)
• Number all pages consecutively throughout the paper in the upper right corner, using your last name and the page number (4.4)
• Use italics to indicate titles of longer works (novels, textbooks) in your document and put “quotation marks” around titles of shorter works (poems, essays, articles) (3.6)
• Do not make a title page unless specifically requested by your teacher (4.3)
• Center the title one space below header (4.3)
• For titles and names in foreign languages, see 3.1.4 and 3.3.2
• For use and accuracy of quotations, see 3.7.1
• For definitions of plagiarism, see chapter 2, p. 51 and following

In-Text Citations

• Anything you quote or paraphrase or reference in the text must be included on the works cited list (5.3.1)
• Generally, in-text citations contain the first item in the works cited entry, as well as the page number (5.3.1)
• If you use the same author repeatedly, or if you reference the author’s name in your sentence, you may simply give the page numbers (3.6.6)
• If you reference more than one work by the same author, include the first words of the title (ignoring articles “the” “a” or “an”) to distinguish between works
• Direct quotes from the NIV Study Bible are followed by (New International Version, Gen. 1.1)
• Indirect quotes from the NIV Study Bible are followed by (Gen. 1.1)

Quotations

• For prose citation, see 3.7.2
• For poetry citation, see 3.7.3
• For drama citation, see 3.7.4
• If the quotation ends your sentence, place the period after the citation (3.6.1).
• “If the quotation runs more than four lines in your paper, set it off from your text by beginning a new line, indenting one inch. . . . from the left margin, and typing it double spaced, without adding quotation marks” (3.7.2).

Formatting your Works Cited List (see Gibaldi, pages 123 and following for examples)

• Begin on a new page; continue page numbers from the text of the paper (5.3.2)
• Title the list Works Cited, centered at the top of the page (5.3.2)
• Double-space all entries. Do not skip lines between entries (5.3.3)
• Alphabetize all entries (5.3.3)
• Use a ½ inch hanging indent on the second and third lines of an entry (5.3.2)

Common Citation Forms

NIV Study Bible
NIV Study Bible. Ed. Kenneth Barker. Grand Rapids: Zondervan, 2002. Print.

A Book

Henley, Patricia. The Hummingbird House. Denver: MacMurray, 1999. Print.

Two books by the same author

(After the first listing of the author's name, use three hyphens and a period for the author's name. List books alphabetically)
Palmer, William J. Dickens and New Historicism. New York: St. Martin's, 1997. Print.
---. The Films of the Eighties: A Social History. Carbondale: Southern Illinois UP, 1993. Print.

Book with more than one author

Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring. Boston: Allyn, 2000. Print.

Book with a corporate author

American Allergy Association. Allergies in Children. New York: Random, 1998. Print.

Book or article with no author named

(Start the entry with the title of the article or book)
Encyclopaedia of Indiana. New York: Somerset, 1993. Print.
"Cigarette Sales Fall 30% as California Tax Rises." New York Times 14 Sept. 1999: A17. Print.

Anthology or Compilation

Shell, Marc, ed. American Babel: Literatures of the United States from Abnaki to Zuni. Cambridge: Harvard UP, 2002. Print.

A part of a book (such as an essay in a collection)

Allende, Isabel. “Toad’s Mouth.” Trans. Margaret Sayers Peden. A Hammock beneath the Mangoes: Stories from Latin America,. Ed. Thomas Chochie. New York: Plume, 1992. 83 - 88. Print.

Article from a reference book

"Jamaica." Encyclopaedia Britannica. 1999 ed. Print

Magazine or newspaper article

Poniewozik, James. "TV Makes a Too-Close Call." Time 20 Nov. 2000: 70-71. Print.

Web site example

Felluga, Dino. Undergraduate Guide to Literary Theory. Purdue University, 17 Dec. 1999. Web. 15 Nov. 2000.
(Add URL at the end if required <http://website.com>)

Article on a web site example

Poland, Dave. "The Hot Button." Roughcut. Turner Network Television, 26 Oct. 1998. Web. 28 Oct. 1998.

Online journal article example

Wheelis, Mark. "Investigating Disease Outbreaks Under a Protocol to the Biological and Toxin Weapons Convention." Emerging Infectious Diseases 6.6 (2000):33 pars. Web. 5 Dec. 2000.

E-mail example

Kunka, Andrew. "Re: Modernist Literature." Message to Daniel J. Cahill. 15 Nov. 2000. E-mail.

Interview that you conducted

Purdue, Pete. Personal Interview. 1 Dec. 2000.

Sound recording

U2. All That You Can't Leave Behind. Interscope, 2000. CD.

Film

The Usual Suspects. Dir. Bryan Singer. Perf. Kevin Spacey, Gabriel Byrne, Chazz Palminteri, Stephen Baldwin, and Benecio del Toro. Polygram, 1995. Film.

<c>Works Cited</c>

Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. Seventh Edition. New York: Modern Language Association of America, 2009.

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School Without Walls (SWOW)

• High School School Without Walls (SWOW) occurs during a week in the fall, typically tied to Fall Break.
• The 9-11 program focuses on leadership training while the 12th grade (as part of their Japanese Culture class) travels to Nagasaki.
• No regular classes occur for the 5 days set aside for SWOW.
• Currently:
  • Grade 9 does on-campus leadership and teamwork intiatives.
  • Grade 10 travels to Lake Yamanaka for advanced leadership and teamwork training.
  • Grade 11 experiences Wilderness Camp, a multi-night backpacking outing wich focuses on leadership training and self-exploration.
  • Grade 12 takes a trip to learn and experience Japanese history and culture and Christianity in Japan.

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Student-led conferences

Student-led conferences (SLC's) are an important tool for helping students to articulate learning objectives and progress. SLC’s are held on campus in February and are the culmination of a number of strategies employed at school to help students become aware of the learning process and to take responsibility for their own learning. Students are asked to actively participate in the process and to make the most of a valuable learning opportunity. CAJ also sponsors MS parent-teacher conferences & HS parent-student-teacher Conferences.

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Definition

The mission of CAJ is to prepare students to “Serve Japan and the world for Christ”; Senior Comprehensives gives CAJ seniors the opportunity to do just that, and can be summed up in a single prompt: Propose and engage in a plan of action that effectively addresses a global issue.

Assessments

Senior comprehensives is based on 4 major tasks, each of which is assessed by a panel using a rubric and worth 25% of the final mark:

1. Research Portfolio (rubric): Establish a scholarly research base for the issue consisting of. an annotated bibliography, bibliography, and Interview.
2. Project and Summary (rubric): Complete a research-based, hands-on project that addresses the issue, demonstrates personal involvement, shows resourcefulness, and engages the community
3. Synthesis Paper (rubric): Propose an action plan that effectively addresses the issue.
4. Presentation (rubric): propose and justify an action plan that effectively addresses a global issue, and explain how you participated in enacting it

Timeline

• Early Fall: Final issue selection
• Fall: Interview submitted to Capstone
• Late Winter: Research Portfolio Completed
• Spring: Project Summary submitted to Capstone
• Late Spring: Synthesis Paper submitted with all other writing portfolio pieces in Capstone
• Late Spring: Presentation

Project Examples

• Senior Comprehensives Project Samples

Senior Shepherds

• Senior Shepherds

Transcript Notations

The following is the wording that will be included on your permanent transcript. Each transcript will state: The comprehensives at Christian Academy in Japan are designed to showcase a student’s talents, skills and applied efforts during a culminating event in their senior year. In a process that relies on both cooperation with the teaching staff and on independent work and problem solving, students engage an issue of their choosing as they think deeply about, and interact with, the problems of a fallen world. There are four elements assessed which are weighted equally for the final designation: Research, Writing, Project and Presentation.

Next, your rating (and only your rating, not the other levels) will be added. You will receive 1 of the following 5 ratings:

• (Name of this student) achieved an overall rating of: Exemplary achievement An exemplary rating in this rigorous process requires exceptional work in all of the comprehensive elements and only a few students attain this highest level of achievement.
• (Name of this student) achieved an overall rating of: Exceeds standard An exceeds standard rating in this rigorous process is a significant accomplishment and is only attained by those who achieve high marks in multiple areas of the comprehensives.
• (Name of this student) achieved an overall rating of: Meeting the standard Meeting the standard in this rigorous process is a notable and worthy accomplishment and indicates success across all or most of the elements.
• (Name of this student) achieved an overall rating of: Some Achievement
• (Name of this student) achieved an overall rating of: Little Achievement

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Frequently Asked Questions

1. Will I graduate if I do not do well on my comps?

Yes. A poor performance will be reflected on your transcript, but it will not keep you from graduating. (Keep in mind that most of the assignments for senior comprehensives will count for a grade in a given class; the Issue Action Paper and the Issue Action Presentation will not count for a grade in a given class.)

2. Will I graduate if I do not complete my comps?

No. You will receive an incomplete and not receive a diploma until you complete your senior comprehensives to an acceptable level that reflects reasonable effort.

3. Do I have to rewrite all the papers in my writing portfolio?

No. You may submit the papers you previously submitted, although you may certainly make changes if you are able to. If you are short of time, and have to make compromises, invest your energy in the Synthesis Paper and not rewrites of previous papers.

4. Can I cut and paste my papers throughout the year into my formal paper?

You may certainly use content from other papers, some of it word for word, but the purpose of the final paper is to synthesize what you have learned from various assignments into one formal paper.

5. Who is eligible to be on the panel for the presentation?

CAJ staff members who have a degree in education, are certified to teach, or have experience in teaching.

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Honor Roll

At the end of each semester, a student’s grade point average (GPA) is used to determine the Honor Roll. Half-credit courses are counted at half value. Students with “incomplete” on their report cards are not listed until a grade is assigned. To be on the Honor Roll a student must have a rounded GPA of 3.6 or more for the semester. This is published on individual student transcripts. See also: Merit Roll.

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Merit Roll

At the end of each semester, a student’s grade point average (GPA) is used to determine the Merit Roll. Half-credit courses are counted at half value. Students with “incomplete” on their report cards are not listed until a grade is assigned. To be on the Merit Roll a student must have a rounded GPA that is 3.3 or more, and less than 3.6, for the semester. This is published on individual student transcripts. See also: Honor Roll.

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Awards, High School

CAJ desires to develop the unique gifts and talents of each student.

• As part of this process, we present a wide variety of awards to recognize and encourage the use of these talents.

• These awards are presented on a variety of occasions throughout the year, including at graduation and during assemblies.

• The following is a listing of significant awards presented to students in CAJ’s high school. In an attempt to be as equitable as possible, every effort is made to maintain a consistent selection process with numerous checks and balances including final validation by the Leadership Team for all awards. A decision not to present specific awards may be made in any given year based on the candidates available. In addition, if awards are shared between 2 recipients, the monetary award is also shared. Family members of students who are eligible for the awards are disqualified from participation in the selection process. When students share an award, the monetary amount is split among them.

• Past Award Recipients

Academic Achievement Award

• This award is presented to recognize outstanding academic achievement (specifically honoring the valedictorian and salutatorian).

• These awards are presented to seniors who have shown consistent and sustained achievement in their grades throughout their CAJ high school career, graduating with the top two cumulative grade point averages in their class.

• The high school principal, in cooperation with the registrar, presents two candidates to the Leadership Team for validation.

• The recipients are honored at graduation and they each (valedictorian and salutatorian) receive a monetary award of ¥100,000.

Alvey Leadership Scholarship

• This award was created in honor of a godly businessman and to honor high school seniors who exhibit similar characteristics in leadership. When Mr. Alvey was asked what leadership trait he thought was most important, he stated, "Humility."

• Awarded to a senior who has consistently demonstrated the highest degree of leadership qualities over his/her high school career. Humble leadership is one of the defining traits that qualify an individual for this award. Awarded to a student who effectively uses her/his gifts to provide leadership in (and outside when applicable) of the CAJ community.

• Nomination forms (including a description of the qualifications) are distributed by the HS principal to all seniors and staff. These nominations should include a reason for the nomination. The HS principal will convene a panel of teachers and administrators who will review the nominations and select one candidate and an alternate. Final selections will be approved by the Leadership Team.

• Award is announced at graduation and includes a monetary gift of ¥100,000 provided by an anonymous donor.

Athlete of the Year Award (Female/Male)

• Given to a male and female student who are voted by the coaches as the outstanding athletes of the year.

• Students are eligible who were in at least 2 sports and who were all-stars, MVPs, or triple varsity letter winners. The athletic coordinator compiles a ballot of athletes who have: 1) lettered in 3 sports, 2) lettered in 2 sports and have received recognition as MVP, league all-star or Far East tournament all-star or equivalent.

• Chosen by the Athletic Department; all high school coaches receive the ballot of compiled eligible athletes and are requested to list their top 3 choices in order (1st choice gets 3 points, 2nd choice gets 2 points., 3rd choice gets 1 point). Ballots are returned to somebody outside the Athletic Department to tally. After Leadership Team validation, the athletic coordinator prepares the award, which is then presented at the end of the year and includes an engraved plaque.

CAJ Honor Award

• This award is the highest honor presented to an individual by the school and was first awarded in 1956 on June 13th at the first commencement of CAJ.

• The award is presented to one member of the senior class who is respected as a leader and outstanding role model of what CAJ desires its students to become spiritually, academically, and socially. "This award is given annually for the senior student who in the estimation of the high school faculty and student body has exerted the best influence in the school throughout the entire academic year. Some qualities that are exemplified and looked for may be: interest in helping others, attitudes of genuine friendliness, a daily lifestyle which brings honor to the Lord, and faithfulness" (excerpt from Christian Academy in Japan 1950-1994 written by June Habbestad, New Life League, Tokyo, Japan, May 1994).

• Nomination forms (including a description of the qualifications) are distributed by the HS principal to all seniors and staff. These nominations should include a reason for the nomination. The HS principal will convene a panel of teachers and administrators who will review the nominations and select one candidate and an alternate. Final selections will be approved by the Leadership Team.

• The recipient is announced at graduation and will receive a monetary gift of ¥200,000, a gold medal with the school seal, and recognition on a plaque at CAJ.

Christian Discipleship Award

• This award is presented to a student who has demonstrated and expressed a vital relationship with Jesus Christ, and who has been involved in discipling others within CAJ or the wider community, encouraging them in their faith journey and helping them move from where they are, toward where God desires them to be.

• The recipient is recognized as a man or woman of God who has a heart for positively contributing to the lives of others.

• The recipient should reflect the principles expressed in 1 Corinthians 10:31-11:1 “So whether you eat or drink or whatever you do, do it all for the glory of God. Do not cause anyone to stumble, whether Jews, Greeks or the church of God – even as I try to please everyone in every way. For I am not seeking my own good but the good of many, so that they may be saved. Follow my example, as I follow the example of Christ”.

• Nomination forms (including a description of the qualifications) are distributed by the HS principal to all seniors and made available to staff and selected community youth leaders. Nominations should include reasons for the nomination. Students can nominate others and are also welcome to self-nominate given their work could potentially not be known by peers or staff. A recommendation form from an adult overseer of the nominee’s core discipling involvement will then be sought from the nominee if they wish to be considered. The HS principal will convene a panel of teachers and administrators that will review the nominations and select one candidate and an alternate. The donor (or selected representative) will be advised of selections, with final approval then to be granted by the Leadership Team.

• Award is announced at graduation and includes a monetary gift of ¥50,000, provided by Ron and Carolyn Hardy.

EARCOS Global Citizenship Award

• The award is presented by the East Asia Regional Council of Overseas Schools (EARCOS) which is an organization of 100 member schools in East Asia.

• This award is presented to a student who is conversant in at least two languages and who embraces the qualities of a global citizen. He/she is a proud representative of his/her nation while respectful of the diversity of other nations, has an open mind, is well informed, aware and empathetic, concerned and caring for others encouraging a sense of community and strongly committed to engagement and action to make the world a better place. The student is also able to interact and communicate effectively with people from all walks of life while having a sense of collective responsibility for all who inhabit the globe (excerpt from www.earcos.org). A heart for volunteerism and service are qualifications for this award.

• Nominations are solicited from the high school staff, and a candidate is selected by a panel and validated by the Leadership Team. EARCOS will provide an engraved plaque with the student's name, which is presented at the high school spring concert.

Fitzgerald Career Athletic Awards

• This award, instituted in 2001, recognizes one senior male athlete and one senior female athlete for the participation and positive impact that they have had on CAJ's athletic program. Previously called the Career Athletic Award, it was renamed in honor of the contribution to sports excellence made by Gene Fitzgerald, CAJ’s athletic director from 1966 to 1973 during the run of consecutive Far East basketball championships.
• The recipients will have demonstrated excellence in their achievements in sports. They will be recognized for their consistent level of leadership as an athlete and for their quality contributions to CAJ athletics for their four years of high school. The recipients must earn at least four varsity letters in a single sport, or three varsity letters in their senior year, or an Athlete of the Year ballot, or four varsity letters overall.
• The athletic coordinator compiles a list of all seniors who are eligible and uses a point system for the above requirements to determine the top three candidates (three female, three male) according to points. The athletic coordinator and high school principal select final candidates from the top three and present those names to the Leadership Team for validation.
• The recipients (male and female) are presented a monetary award of ¥100,000.

Frederic Chopin Piano Award

• The recipient for this award is selected by the Music Department for outstanding achievement in piano. The award is in honor of the great pianist and composer Frederic Chopin (1810-1849). "No great composer has devoted himself as exclusively to the piano as Chopin... Chopin is admired above all for his great originality in exploiting the piano. While his own playing style was famous for its subtlety and restraint, its exquisite delicacy in contrast with the spectacular feats of pianism then reigning in Paris, most of his works have a simple texture of accompanied melody. From this he derived endless variety, using wide-compass broken chords, the sustaining pedal and a combination of highly expressive melodies, some in inner voices" (excerpt from The Grove Concise Dictionary of Music).

• The criteria for this award include outstanding ability and achievement as a pianist, contributions to the school music program, and demonstration of a cooperative spirit.

• The recipient is awarded a certificate and pin at the high school spring concert and has his/her name engraved on a school plaque.

Fritz Kreisler Award for Strings

• This award began in 1996 as a way to recognize exceptionally strong string players who also exhibit an attitude of servanthood.

• The recipient must have a good technical background as well as a good tone production and musical phrasing ability and so be a worthy follower of Fritz Kreisler. The student should also exhibit servanthood by helping other students and teachers whenever necessary. Awards are only presented in years where there is an exceptional candidate. The awards are validated by the HS principal and the Leadership Team.

• A certificate is presented at the final orchestra concert of the year.

Graduation Speaker (Adult)

• The high school principal solicits nominations from the senior class. A list of candidates is validated by the Leadership Team, and the individual nominees are contacted to see if they are able to accept this honor that year and perform all the duties attached to it. The final list of eligible and willing candidates is presented to the senior class for a vote. Seniors select a first and second choice. After the results are tabulated, the high school principal contacts the students and the newly elected speaker with the results. The speaker is required to present a typed transcript of her or his speech well in advance of graduation (at least one week, two weeks preferred). If the high school principal is nominated, the votes will be tabulated by a third party.

Graduation Speaker (Student)

• The class speaker is chosen by the senior class from members of the senior council. The speaker is required to present a typed transcript of her or his speech well in advance of graduation (at least one week, two weeks preferred).

Howard Blair Award

• This award is given each year to one or two seniors who have demonstrated talent and dedication and excellence in literature.

• This award was instituted when Howard Blair retired. Howard Blair was active as a teacher of English at CAJ for many years. "This award was first offered in 1981, when Mr. Blair left the classroom after 27 years of teaching English, Bible, and Latin at CAJ. He then became fully involved in the ministry of church growth in the Kurume Christ Church, where he had worked for many years" (excerpt from Christian Academy in Japan 1950-1994 written by June Habbestad, New Life League, Tokyo, Japan, May 1994).

• This award is presented to a senior who is judged to have demonstrated academic excellence in English (especially in writing), including creativity and originality, and service to school and community. It is awarded to a senior who has consistently demonstrated talent, dedication, and excellence in the study of literature and who has maintained a high standard of communication in writing and speaking. The student is remarkable for developing skills and for presentation abilities. It comes with the stipulation that the student express a desire to continue to use his or her gifts in the area of communications and/or in the study of literature. It does not require that the winner plan to pursue a profession or even a major in literature, but the student should be able to articulate a vision for using communicative gifts and skills for the good of the community and as a means of personal expression, ministry, or service.

• Given to one or two seniors for excellence in English. Nominated students are asked to complete an application, recipients are chosen by the English Department, and the recipients are validated by the Leadership Team.

• The recipient receives a monetary gift of ¥100,000 which is presented at graduation.

Joan Johnston Senior Comprehensive Awards

• Funded by an alumni of CAJ, Dr. Curtis Johnston, and his wife, Tami, the Joan Johnston Senior Comprehensive Awards honor Joan’s lifetime of service, many years of which have been dedicated to the care, instruction, and nurturing of CAJ students, staff, and parents. Joan’s life exemplifies what we desire to train our students to do: serve Japan and the world for Christ. Something Joan has done one class, one student, one conversation, sometimes one cookie, at a time.

• These awards honor Joan’s lifetime of service, many years of which were dedicated to the care and nurturing of CAJ students, staff and parents. Joan’s life exemplified what we desire to train our students to do: serve Japan and the world for Christ. This was something she did one class, one student, one conversation, some-times one cookie, at a time. The awards are presented to seniors who have engaged in the senior comprehensive process in a manner that has made a lasting impact on their lives and the world around them. These awards are not necessarily selected based on the highest marks but by the passion and manner in which the students seek practical solutions to a significant problem.

• The senior comprehensive advisors select candidates, and the recipients are validated by the Leadership Team.

• Up to five awards of ¥20,000 each are presented at graduation.

John Philip Sousa Award for Band

• The recipient of this award is chosen by the Music Department for outstanding achievement in instrumental music.

• "The John Philip Sousa Award was first introduced in 1955 to honor outstanding dedication and superior musicianship in a high school band. It was created with the cooperation of Helen Sousa Albert and Priscilla Sousa, daughters of the famous composer and bandmaster, and has become the pinnacle of achievement for band students" (excerpt from p.2 of Student Music Awards, The Instrumentalist Publishing Company 2005). The award was instituted at CAJ in 1972 under the direction of Terry Clark, band director at the time.

• This award goes to a senior in band who displays “outstanding achievement and interest in instrumental music, for singular merit in loyalty and cooperation, and for displaying those high qualities that high school instrumental music requires.”

• Generally, just one award is given and is only presented in years when there are outstanding candidates. However, in the case of a tie, two awards can be given. The recipient can be in either band five days a week or in band and choir. Nominations are reviewed by the Music Department and a recipient is validated by the Leadership Team.

• The recipient receives a certificate and a pin before the final band concert of the year.

Judy Amos Distinguished Service Award

• This award is presented to a senior in recognition of outstanding service to the school and community. A life of service sets her or him apart.

• This award was established in June 2005 to honor Judy Amos who began working at CAJ in 1968. She worked as a part-time teacher, board member, board secretary, board vice-chair, and board chair up until June 2005. "She is gracious, dedicated, self-sacrificing and unswervingly devoted to the purpose and principles on which this school is founded" (excerpt from Calvin Johnston's dedication script from the 2005 graduation).

• Nomination forms (including a description of the qualifications) are distributed by the HS principal to all seniors and staff. These nominations should include a reason for the nomination. The HS principal will convene a panel of teachers and administrators who will review the nominations and select one candidate and an alternate. Final selections will be approved by the Leadership Team.

• The recipient receives a monetary gift of ¥100,000 at graduation.

June Habbestad Fine Arts Award

• The award was first offered in 1994, when June Habbestad was to retire after 37 years, and is in recognition of her many years as CAJ's Fine Arts Coordinator, Drama Coordinator and director of many plays.

• The award is given to one or two graduating students who has/have made an outstanding contribution in the fine arts (drama, speech, music, and the visual arts, including video). Students are nominated by staff and other high school students.

• Students must demonstrate depth of dedication to one particular area or a breadth of involvement in several.

• The award does not require that the winner pursue a profession or a major in the arts, but the student should be able to articulate a vision for using artistic gifts and skills for the good of the community and as a means of personal expression, ministry or service.

• The nominees are required to fill out an application on which they will list fine arts activities they have been involved in at CAJ, any awards they've received in a fine arts area anywhere, and compose a short answer on the role arts will play in their future.

• The committee, made up of three teaching staff members, one junior girl, and one junior boy, reviews the applications and makes a decision, which is validated by the Leadership Team.

Each year ¥100,000 is awarded at graduation. If the award is given to two students, each receives ¥50,000.

Kidron Valley Scholastic Excellence Award

• This award, first given in 2006, honors dedicated missionary work done specifically here in Japan.

• The Kidron Valley Award is funded by a donor who desires to assist missionary kids, or MKs, with the costs of going to college. This is the only award we present that is restricted to MKs and is given to the MK with the highest GPA after the Essenburg awards are determined.

• The high school principal, in cooperation with the registrar, presents a candidate and documentation to the Leadership Team for validation.

• The recipient receives a monetary gift of ¥100,000 at graduation.

Knights Roll of Honor

• Each year, CAJ recognizes outstanding academic achievement with this award for all senior students who have been on the honor roll for his or her entire high school career at CAJ.

• To qualify for this award, a student must have attended CAJ for at least 6 semesters.

• The high school principal, in cooperation with the registrar, presents all candidates and documents to the Leadership Team for validation.

• Seniors on the Knights Roll of Honor will be recognized at the graduation ceremony.

Les Johnston Biblical Perspective Award

• This award is presented to a student who has shown exceptional ability to apply a biblical perspective across disciplines and issues. This student will not only have mastered the academic skills involved, but also have made a personal commitment to embracing a Christian worldview.

• Funded by an alumni of CAJ, Dr. Curtis Johnston, and his wife, Tami, the Les Johnston Biblical Perspective Award honors Les's many years of dedicated service to the mission field in Japan and to Christian Academy in Japan.

• Nomination forms (including a description of the qualifications) are distributed by the HS principal to all seniors and staff. These nominations should include a reason for the nomination. The HS principal will convene a panel of teachers and administrators that will review the nominations and select one candidate and an alternate. Final selections will be approved by the Leadership Team.

• Award is announced at graduation and includes a monetary gift of ¥100,000.

Louis B. Armstrong Award for Jazz

This award is presented to a student for recognition of outstanding musicianship in the area of jazz music.

• "Louis Armstrong was the epitome of jazz as a trumpeter, a singer, and a band leader. His imaginative, simple style led the way for others and changed the course of jazz. His phenomenal skill dazzled audiences around the world. Lucille Armstrong, his wife in later years, described his love for people. "Louis's greatest personality traits were humility and generosity... He just loved people, and he always tried to understand them too... He was compassionate, generous, and understanding with everyone... He was loved, not only for his style, but as a person as well." The Louis Armstrong Jazz Award was introduced in 1974 with the approval of his widow, Lucille Armstrong, to honor outstanding jazz students" (taken from p.6 of Student Music Award, The Instrumentalist Publishing Company 2005).

• For outstanding achievement by an instrumentalist in the field of jazz, as demonstrated through superior musicianship and individual creativity. This award will be presented to a senior who has demonstrated “outstanding achievements in the field of jazz as demonstrated through superior musicianship, character and individual creativity.” Other factors include attitude, punctuality, dependability, and a willingness to learn.

• Nominations are reviewed by the Music Department faculty, and a candidate is presented to the Leadership Team for validation. Generally, just one award is given. However, in the case of a tie, two awards can be given. The recipient must be a member of Jazz Band.

• The student receives a certificate and a pin at the Spring Parade of Bands concert and has their name engraved on the school plaque.

Martie Tarter Choral Award

• The Martie Tarter Choral Award was established to honor her long and significant contribution to the choral art at CAJ. The award is given in recognition of merit, ability and achievement as a singer and a leader, a high degree of dedication, loyalty and cooperation, and outstanding contributions to the success of the vocal music program.

• The Director of Choral Activities in consultation with the Music Department faculty make the selection.

• The recipients receive a certificate and have their names engraved on the school plaque.

National Honor Society

• CAJ is an affiliate of the National Honor Society (NHS), a US organization which is sponsored by the National Association of Secondary School Principals. Members of NHS are students dedicated to scholarship, service, leadership, and high moral character.

• High school students in grades 10, 11, and 12 are eligible for membership in the CAJ chapter of NHS by meeting the following criteria: cumulative grade point average of 3.0 or above and sufficient participation in leadership, service, and community activities. After first semester grades have been posted, students who meet the grade point average criterion are invited to fill out a form (due in mid-April) enumerating their participation in various activities. A faculty council consisting of five high school teachers is convened in the fourth week of April by the NHS advisor to review the forms and recommend students for membership in NHS. The high school principal and NHS advisor are observers of the process and do not participate in the voting.

• New inductees are notified by mail after the meeting of the faculty council and welcomed into NHS publicly during a chapel or assembly in mid-May. NHS members receive a certificate and their membership is noted on their transcript.

PTA Awards

• These department-specific awards are presented to seniors for outstanding scholarship. Each award honors an especially capable senior who shows special promise in a given department.

• All PTA awards are presented to students who exhibit:
  • A deep understanding and appreciation of the specific subject.
  • A mature proficiency in the use of the "tools" of the subject (writing, computing, discussing, reading, composing, creating).
  • The ability and willingness to contribute to the learning of others in the class through their own contributions to the subject (being helpful, asking challenging questions, sharing profound or thought-provoking insights and ideals).
  • The ability and/or potential to do useful independent study in the subject.

• The process will be monitored by the HS principal. Department chairs ask for nominations from HS teachers in their department for seniors who they feel match the criteria. Teachers in the particular department who have not directly taught these students should abstain from the nomination/voting process, but are encouraged to be part of the discussion. Immediate family members of seniors should not participate in the selection process for any awards. Nominations are then discussed and voted on. A first selection and an alternate student is then submitted to the HS principal who may (1) return to the teachers for additional input and discussion or (2) present the department's choice to the Leadership Team for validation. Students are only eligible to win one department award. If no qualified candidate is available in a department that year, the award will not be presented. In some cases where the department is unable to select between two equally and highly qualified candidates, the award may be shared between the two. The PTA service award is presented to a student nominated and voted on by teachers and senior students.

• Students are provided a monetary award by the PTA of ¥10,000 at graduation.

• Awards are given for the following departments:
  • Art
  • Bible
  • Computer
  • English
  • World Language
  • Vocational Arts
  • Math
  • Music
  • Physical Education
  • Science
  • Service
  • Social Studies
• Awards are not necessarily given each year.

Quincy Jones Musicianship Award

In his long musical career, Quincy Jones has done it all as a composer, arranger, performer, producer and teacher.  Every music program has a student who shares this boundless energy and musical versatility. Starting in SY 2012-2013, this is given to a student for contributions and creativity in multiple areas of music.

Samuel Public Speaking Scholarship

• This award, instituted in 2005, is named after someone honored as a dynamic and exceptionally well-prepared preacher who was also a mentor for others. It should also be noted that the talents of the biblical Samuel included ministry, speaking, and teaching.

• The recipient will be a student who effectively uses his/her speaking talents in multiple areas in the CAJ community (and off campus as appropriate). This award is given to the senior who has demonstrated the highest degree of competence in public speaking. This could be in the areas of speaking at the school chapel services, speaking at Hi-BA rallies, and competence on the school debate team, and might include other forms of expression.

• Nomination forms (including a description of the qualifications) are distributed by the HS principal to all seniors and staff. These nominations should include a reason for the nomination. The HS principal will convene a panel of teachers and administrators who will review the nominations and select one candidate and an alternate. Final selections will be approved by the Leadership Team.

• The recipient will receive a monetary award of ¥100,000 at graduation.

Senior Athletic Awards

• The Senior Athletic Award is given to any senior athlete who has lettered four times in one sport or who has lettered in three sports during the senior year. Information regarding participation is compiled by the athletic coordinator; no voting is necessary for this award.

Senior Music Awards

• The Senior Music Award was instituted in 2009 and is given to seniors who have made significant contributions to the music program through sustained enrollment in one or more performing groups over their high school careers.

• The award requires enrollment in seven semesters of band or choir, or a minimum of three years in Jazz Band, orchestra, Chamber Singers, Flute Ensemble or Handbell Ensemble and participation during their entire senior year. Students who have been away for a maximum of one school year are still eligible if they have been enrolled in a similar organization or pursued lessons during that time. The Music Department Chair and Registrar compile the list of candidates for this award.

• Students are presented with a certificate and a medal at the last concert of the school year.

Special Awards

• Special awards selected by the Leadership Team are sometimes presented to individuals to honor specific contributions not recognized in other awards. Staff members may nominate individuals for these awards by contacting the high school principal. Awards are not presented every year.

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HS Index | Previous page: Attendance | Next page: Back-to-School Day

Curriculum, HS

The Christian Academy in Japan offers its high school students a variety of courses. A complete description of the CAJ high school curriculum is available online in the Course Descriptions.

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Courses: Credits

Students earn 1 credit for each semester class. Yearlong courses (for example, math) are worth 2 credits. Unless transferring to a different school for unavoidable reasons, students who withdraw from classes before the end of the semester receive no credit. Exceptions may be granted by the head of school.

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HS Index | Previous page: Courses: Correspondence | Next page: Courses: Independent

Course Descriptions

For general academic information, consult the CAJ High School Student Handbook

Typical basic schedules: see graduation requirements

1. 9th: Bible and PE/health, English, math, biology, language, world history, a study hall and 1 elective.
2. 10th: Bible and PE/health, English, language, math, comparative politics, science/Japanese Culture, study hall and 1 elective.
3. 11th: Bible and PE/health, English or AP English Language, US history or a Social Studies class, study hall and electives.
4. 12th: Bible and PE/health, English or AP English Literature, Senior Capstone, study hall and electives.

Bible

Bible Department Guidelines/Requirements:

• 4 credits Bible (one credit for each year enrolled at CAJ).
• At CAJ, students in grades 10 and 11 take two quarter-length Bible classes per year, adding up to one semester of Bible per year. They are able to choose their quarter-length classes from a menu of six options.
  • First quarter of semester:
    • Apologetics
    • Screwtape Letters
    • Wisdom
  • Second quarter of semester:
    • Theology and Fantasy Literature
    • Understanding the Gospels
    • World Religions

Bible 9: Introduction to Christianity

1 semester
This course provides a framework for understanding Christianity. In addition to learning about what is in the Bible, we will ask broader questions about the overall story that Christians find in the Bible, where the Bible came from, and why and how Christians look to it for truth and guidance. This framework, when filled out by later classes in the CAJ Bible curriculum, will prepare students to succeed in their Bible-based integration of their Senior Comprehensives topic into the overall story that Christians find in the Bible.

Bible 10/11: Understanding the Gospels

0.5 semester
The purpose of this course is to equip you to read and understand the gospels, the four narratives about Jesus that begin the New Testament. We will explore questions like: Can the gospels be trusted? What is the “good news” they tell about? Why were the gospels written? Why did the gospel writers choose to include the stories they included? This course will conclude with students creating a "chapel talk" that they will present to the class on a passage in one of the gospels.

Bible 10/11: The Screwtape Letters

0.5 semester
The purpose of this course is to equip you to think about big questions about life and reality in conversation with Christian teaching, important literature, and your own experience. To do this, we will use C.S. Lewis’ fictional book The Screwtape Letters, a collection of short letters in which a senior demon (Screwtape) gives advice to a junior demon (Wormwood) about how best to tempt a particular human being (“the Patient”) away from God and into hell. Along the way, we will explore questions like: What’s the real difference between good and evil? What’s the world really like? How much can we control ourselves? How can we be truly free? How does having bodies affect how we experience and understand the world? What is God really up to? What do we really need in life, and where do we get it? What is true love?

Bible 10/11: Wisdom

0.5 semester
What does it mean to make wise choices in life, especially when we face difficult decisions or encounter confusing situations? For help in answering this relevant question, we will look to two of the Bible’s “Wisdom Books”--Proverbs and Ecclesiastes. In Proverbs we will investigate what is wisdom, and how does it connect to our lives and how can we achieve the "good life"? In Ecclesiastes, we will look for meaning and fulfillment despite the fact that time and chance can make us all feel like it might be meaningless. How can we live this "good life" when the world doesn't always seem to follow set rules or fairness? To investigate this "good life" and how to get it, the class will go heavily into historical and textual analysis of the Biblical text.

Bible 10/11: Apologetics

0.5 semester
This course focuses on Christian apologetics—explaining how Christianity answers hard questions and is reconciled with our understanding of the way the world works. After beginning with a survey of what apologetics is, we will learn about how logical arguments work and then begin to look at hard questions that Christians have had to answer throughout history. Through individual and group work, we will learn how Christians understand the relationship between faith and reason, what some of the most important challenges to Christianity are, and how Christians should respond to these challenges, both from a logical and an interpersonal perspective.

Bible 10/11: World Religions

0.5 semester
As of 2016, over 80% of the world population self-identify as religious in some way. This means that a basic understanding of religion in general, and the world’s major religions specifically, is a necessity in understanding and impacting the world that we live in, and understanding and relating to others in the world. Through this course, students will learn basic facts, doctrine, and history of some of the major religions in the world. Rather than taking a strictly informational approach, however, this information will provide the backdrop for questions of Christian teaching and doctrine, addressing questions such as, Why are people religious? How do we explain similarities and differences between Christianity and other religions? What do Christians think will happen to those who follow other religions? Where (and how) do we draw the line between religious practices and cultural practices?

Bible 10/11: Theology and Fantasy Literature

0.5 semester
Everyone loves a good story. We tell tales, create legends, and immerse ourselves in words and worlds. But the question is, why? Why do we, as created beings, long to create ourselves? Where do these worlds that we create intersect with our faith? Can these stories, fiction though they may be, show and teach us Truth? We investigate these ideas by reading fantasy literature, digging into their worldviews, and comparing those views with the truth that scripture shows us. We investigate to better understand art, faith, and creativity as beings created in the image of God. Particularly, we seek to understand what it means to create as a sub-creator through a variety of selections from both Christian and non-Christian authors including some independent reading.

Bible 12: Ethics

1 semester
Bible 12 looks at Ethics, as well as playing a role in the Senior Comps process. Students learn what sets Christian ethics apart from secular ethical systems by studying 5 major ethical systems: Deontology, Utilitarianism, Ethical Egoism, Virtue Ethics, and Moral Relativism. Once this baseline of understanding about ethics has been laid, students learn about Christian ethics, and compare it to what they know of these 5 secular ethical systems. Students also debate the application of the 10 Commandments to see how they might be used to guide a Christian in understanding the appropriate Christian perspective on current issues.

English

English Department Guidelines/Requirements:

• All students must be enrolled in an English course each semester.
• All students are required to have 8 credits of English to graduate.
• English 9 is required of all students in grade 9.
• English 10 is required of all students in grade 10.

English 9

2 semesters
A thematic study of literature ranging from Shakespeare to contemporary memoirs. Students analyze and respond to literature as they explore themes relating to perseverance and growth through adversity, leadership, responsibility, and justice. Within each unit, an emphasis is placed on developing reading, writing, and presentation skills. Students discuss literary texts, compose analytical, narrative, argumentative, and informative writing, develop research skills, study grammar and vocabulary, and give both formal and creative presentations.

English 10

2 semesters
“We tell ourselves stories in order to live,” said Joan Didion. 10th Grade English is organized with the belief that our desire to hear and tell stories is God-given and that each of us has a story that only we can tell. To sharpen our writing craft, we will study a range of texts — from fiction, poetry, and memoir to videos and infographics. And will we craft our own short stories, articles, reviews, digital compositions, poems, and arguments. Since listening carefully to the stories of others is essential to becoming a good storyteller, we will read and discuss books by authors from across the globe through book clubs and daily independent reading.

English 11

2 semesters
A thematic survey of American literature, covering themes such as American identity, justice and civil rights through fiction, poetry, memoir, and primary documents. Students will present, research, debate, study and use rhetoric, write analytical and creative pieces, and discuss complex ideas with thoughtful respect.

AP English Language and Composition

2 semesters
Students focus on rhetoric, argumentation and synthesis in American literature structured around AP Language skills and standards. Reading is largely non-fiction, such as speeches, short essays and other persuasive documents. In addition to reading and research, students write and speak on a variety of topics, analytical and creative, with the themes of Own Your Voice, Hone Your Voice and Raise Your Voice. Completion of this course equips students to be successful on the AP Language exam.
Prerequisite: Students with a score of 550 on the EBRW section of the PSAT or SAT are eligible, while students who scored above 600 are strongly encouraged to take this course. Students with lower scores may be admitted on a case-by-case basis, in consultation with the teacher, principal, and academic guidance counselor.

English 12

2 semesters
A thematic study of literature from medieval to postmodern periods with an emphasis on British literature as the foundation for English literature. Students will explore how humans have wrestled with questions of suffering, good vs. evil, identity, and what it means to be human. Within each unit, an emphasis is placed on developing reading, writing, and presentation skills to a college-ready level. Students discuss literary texts, compose both informal and polished writing in various styles, study grammar and vocabulary, and give both formal and creative presentations.

AP English Literature and Composition

2 semesters
This college-level course prepares you for the AP English Literature exam, but AP Lit is also an invitation to explore how great writers use literary elements to capture themes and archetypes that have concerned people since the beginning of recorded history. We read and discuss stories, novels, poems, and plays, while sharpening our essay-writing skills. We also take time to appreciate the artistry that brings great works of literature to life. And since “all themes and characters and stories that you encounter in literature belong to one big interlocking family,” as Northrop Frye says, AP Lit is an invitation to get to know the family.

Prerequisite: Students with a score of 600 on the EBRW section of the PSAT or SAT are eligible, while students who scored above 650 are strongly encouraged to take this course. Students with lower scores may be admitted on a case-by-case basis, in consultation with the teacher, principal, and academic guidance counselor.

Creative Arts

Creative Arts Departments Guidelines/Requirements:

• The graduation requirements for Creative Arts are 2 credits.
• Some colleges and universities limit their acceptable courses list to Fine Arts only, that is, Art and Music courses. Please consult with your Academic Counselor.
• Creative arts and other electives (may be taken any year, and some can be taken multiple times)

Visual Arts

Art Design

2 semesters
This course allows for students to continue progressing in art skills and appreciation all year. The first semester focuses on each element as a unit with a choice of assignments to practice and apply the concepts of Art Theory. The second semester focuses on the principles of art through advanced projects that allow students to experiment with various techniques and mediums previously learned.

Ceramics

2 semesters
This course is designed to offer students an opportunity to explore ceramic media and processes. Students will learn basic skills in hand-building, working on the potter's wheel and creating a variety of surface designs. The course also includes a look at some of the scientific and cultural aspects of ceramics, and connections between creation and Creator.

Drawing and Painting

2 semesters
This year-long course is designed for students to improve in their drawing and painting skills through concentrated art projects that explore different art mediums. Each project is dedicated to a specific material that ranges from graphite, ink, charcoal, pastel, acrylic and oil paint.

Art and Design, AP

2 semesters
The AP Art and Design course is intended for highly motivated students who are seriously interested in the study of art and possibly pursuing a career in art. the course will involve in-depth examination of art techniques and processes. Students would need to produce at least 10 high quality pieces across the first three quarters of the year. AP Art and Design students do not take a written AP exam, but will be responsible for submitting a portfolio of their work for evaluation in May. Students in this class work on producing and evaluating portfolios in the areas of Drawing, 2-D, or 3-D Design. Students whose portfolios receive a score of 3 or higher may earn college credit at participating universities.
Prerequisite: we recommend two years of high school art before attempting this course.

Culinary and Textile Arts

2 semesters
This project based course is designed to expand on the cooking and sewing skills from the middle school curriculum. Students will also have the opportunity to learn different textile art techniques (units may vary per year) such as embroidery, tapestry weaving, knitting, crocheting, quilting, soft toy making and more; learning how to apply them to useful and aesthetic pleasing handmade objects. Students will have the opportunity to learn new cooking skills in baking, bread making and meal planning and work both, individually and in groups on a variety of Service Projects supporting school events while encouraging community building.
If taking this class for a second year or having experience on a particular craft, a student will complete an independent project of their choice with the approval of the teacher.

Design and Technology

2 semesters, subject to demand, may be taken more than once
For all future engineers, architects, makers, and artists! Design and technology involves creating imaginative, tech-based solutions to existing problems. This can mean anything from designing an innovative video game or app, to creating indoor living spaces that are both functional and visually appealing, to making CAJ or your community a more accessible place. If you are interested in making things to make the world a better place, in a career that involves engineering or architecture, if you are inspired by videos of people making incredible things, or if you want to see scientific principles at work, this is the class for you!
If you take it a second year, you can expect to use the same framework as the first year further your skills and create more complex solutions to make the world a better place. The second year is limited to those who have already completed one year of Design and Technology.

Yearbook Journalism

2 semesters
Students participate in an intense study in basic design, typographic principles, digital photographic editing, and caption writing, using professional software applications used in magazine layout production. Students must be self-motivated.

Music

Symphonic Band

2 semesters
Students in Symphonic Band practice and work on rehearsal and performance skills through intermediate level music of various genres. Instrumental playing skills are categorized into seven areas: posture, breathing, technique, pitch, rhythm, musicianship, and articulation. During rehearsals, students experience ensemble, chamber, and solo playing in preparation of live performances. Performance opportunities include three on-campus concerts and the league Band and Orchestra Festival. Biblical concepts presented are: What does it mean to worship with the God-given gift of music? As an ensemble, how can we serve one another? How should we respond to our world's brokenness and provide healing through music not only for ourselves but also for our community? Attendance at all performances is mandatory. Students in the group are eligible to audition for the league honor band.

Jazz Ensemble

1 credit/year. Zero period
Jazz Ensemble musicians come together to learn and play as a collaborative ensemble. Students will mostly play as one whole unit (big band); however, they will be given opportunities to work in smaller groups called combos. Learning jazz is like learning a new language, therefore listening is a critical component for all students. Weekly listening to jazz musicians is a requirement and suggested artists are available for students who have no reference point for their instrument. Students will be taught a systematic approach to improvisation and soloing in class through theory and application. They will learn how to effectively communicate in the language of jazz, be it through interpretation or improvisation, ultimately learning how God has created us in his image as creative beings.
Prerequisite Director’s approval

Concert Choir

2 semesters
This course seeks to encourage the development of a lifelong love of singing through the making of music to God's glory using the talents he gives. Areas of study will include basic vocal technique, the development of music reading skills including sight singing, and the performance of music literature with both sacred and secular texts ranging from the Renaissance through contemporary styles. Though the choir is a group activity, musical skill and artistry in each individual singer will be encouraged. Performance opportunities include three on-campus concerts, and the league Choral Festival. Attendance at all performances is mandatory. Students in the group are eligible to audition for the league honor choir.

Chamber Singers

1 credit/year, Zero period
This course is designed for singers from the Concert Choir who desire a higher level of music, are independent learners, and are willing to spend time outside of the school day in rehearsal and performances. Literature includes sacred and secular music of the 16th to 21st centuries. The main performance opportunities, at which attendance is required are on-campus concerts. As a public ministry outreach group of the school, it sings for concerts and services at local churches, civic events and other organizations. Concert attire is provided. Rehearsals take place before school two mornings each week. There is a ¥20,000 fee for this class. (Financial aid is available.) It is open to all students enrolled in Concert Choir. Auditions occur in May for the following school year. Additional auditions may take place at the beginning of the school year. Students in the ensemble are eligible to audition for the league honor choir.
Prerequisites: Successful audition; concurrent enrollment in Concert Choir is required.

Handbell Ensemble

1 credit/year. Zero period.
The ensemble rings five octaves of handbells and five and a half octaves of handchimes. Ringing technique is taught in class, and musicianship is emphasized. Literature includes sacred and secular music written specifically for handbells, arrangements of hymns, praise songs, and other well-known songs, and transcriptions of classical pieces. The main performance opportunities, at which attendance is required, are on-campus concerts. As a public ministry outreach of the school, it plays for concerts and services at local churches, civic events and other organizations. Concert attire is provided. Rehearsals take place two mornings before school each week. There is a ¥20,000 fee for this class. (Financial aid is available.) It is open to students in Grade 6 and above. Auditions occur in May for the following school year. Additional auditions may take place at the beginning of the school year.
Prerequisites: Director's approval; ability to read music (treble staff, bass staff or both) is required.

String Orchestra

1 credit/year. Zero period.
The orchestra is open to students in Grade 6 through Grade 12 who are currently studying a string instrument at an intermediate or higher level. Students learn and practice basic and advanced skills. They study music from a variety of styles and genres in preparation for concert performances. Performance opportunities include three on-campus concerts, and the league Band and Orchestra Festival. Attendance at all performances is mandatory. Students make diligent efforts to contribute to society through volunteer performances in the community. Participation in the league solo and ensemble competition is available each winter. Students may also audition for the league honor orchestra.
Prerequisite: Director’s approval

Digital Music Design

2 credits/year.
Digital Music Design is for students who have an interest in making music, whether they have a traditional music background or not. Focused on personalized learning through project-based music creation, students are given a variety of songwriting and production challenges that teach them how to express ideas musically and open them up to new-found creativity. Students use a digital audio workstation (DAW) called Ableton Live, and its dedicated hardware controller, Push. With these primary tools, students learn how to produce music in a variety of genres, develop practical songwriting tools, and collaborate with others in a digital music environment. This course can be taken only once.

Symphonic Band and Concert Choir

2 credits/year.
This option is designed specifically for those students who would like to continue to develop both instrumental and vocal skills. These selected students will alternate between choir and band rehearsals, which meet during the same block of the day. Students are expected to practice the material for both classes on their own time in addition to practice with the groups during rehearsals. Attendance at all performances, such as on-campus concerts and the league festivals, is mandatory.
Prerequisite: Band and choir directors’ approval.

Mathematics

Math Department Guidelines/Requirements:

• To graduate from CAJ, you need two years of math.
• To go to university after you graduate, most of you will need four years of math; some of you will need specific math courses. It will depend on the university and the program of study you choose. Please talk to your Academic Counselor for assistance to determine your sequence of math classes.

Algebra 1

2 semesters
A basic course in first level algebra. Topics studied include open sentences, systems of equations, graphing of linear functions, polynomials, factoring, algebraic fractions, exponents, radicals, quadratic conditions, absolute values, and practical applications. A graphing calculator is required.
Entry skills / Prerequisite: Basic math, including addition, subtraction, multiplication and division, as well as, fractions, percents, decimals, whole numbers and ratios, and successful completion of a Pre-Algebra course recommended.

Algebra 2

2 semesters
This is an advanced algebra course which includes number systems, review of linear sentences, polynomials, rational expressions; systems of sentences, introduction to functions, coordinate geometry, exponents; logarithms, trigonometry, conic sections; graphing calculator; and some theory of equations, sequences, probability, and statistics.
Entry skills / Prerequisite: Successful completion of a year of Geometry and Algebra 1.

Geometry

2 semesters
Geometry is the study of visual patterns. In this course mathematical observation skills are sharpened by recognizing and analyzing these patterns as they relate to the shape and size of objects, both physical and theoretical. This course also includes an introduction to logic and proofs. The student will continue to learn more about two and three-dimensional shapes build on their algebraic base. Mathematical thinking is rigorous and different from much of the thinking used in our everyday lives. Problem solving and logical thinking skills will be strengthened by this class.
Entry skills / Prerequisites: Algebra 1

Precalculus

2 semesters
Pre-calculus covers functions and graphs including polynomial, power and rational functions; Exponential, logistic and logarithmic functions; Trigonometric functions and identities; Discrete mathematics including sequences and probabilities. This course prepares students for Calculus.
Entry skills / Prerequisite: Algebra 2

Calculus AB, AP

2 semesters
This course prepares students for the AP Calculus exam in the spring. The study focuses on properties of functions: continuity, limits, differentiation and integration, volumes of solids of revolution. Students who complete the course satisfactorily should be adequately prepared to take the Advanced Placement Calculus AB exam. Non-AP Calculus is a possibility. This is for students who take Calculus but opt not to take the AP exam. The topics of study are the same as AP Calculus, but the teacher may adjust the assignments accordingly.
Entry skills / Prerequisite: Precalculus

Calculus AB/BC, AP

2 semesters, Advanced Placement course.
This course prepares students for the AP Calculus BC exam in the spring. In addition to the content from AP Calculus AB, this course also covers topics like partial fractions, integration by parts, Taylor and Maclaurin series and lengths of curves. Students who complete the course satisfactorily should be adequately prepared to take the Advanced Placement Calculus BC exam. The AP Calculus BC Exam gives a BC score and a sub-score for AP Calculus AB.
Entry skills / Prerequisite:

• Calculus AB, OR
• A grade of A in Precalculus OR
• A grade of B+ or better in AP precalculus OR
• Score of 650+ on math portion of SAT

Statistics

2 semesters, AP or non-AP, subject to demand.
AP: This is a college-level course that investigates the nature of data collection, techniques of data analysis, probability and inferential statistics. The course will prepare students to take the Advanced Placement Statistics exam, although this is not required. Students are encouraged to consider broader questions such as: How do we find the truth in this world? How can we serve others with mathematics? How can God's love of truth guide our research? Non-AP: For students not planning to take the AP exam, most of the inferential statistics unit is not included, and more time is spent on consumer statistics instead.
Essential skills: Algebra 2, although current enrollment in Precalculus or Calculus is an advantage.

Physical Education

Physical Education Department Guidelines/Requirements:

• The graduation requirements within the PE Department are 4 credits (one credit for each year enrolled at CAJ).

PE/Health

Required course for 4 semesters of HS
All students will be taking PE/Health each year they attend CAJ. In 9th grade the emphasis will be on physical fitness, the body systems, wellness, nutrition and a Biblical perspective on health. In 10th and 11th grade a variety of lifetime sports and activities will be taught as well as an emphasis on mental and social health, substance abuse and sexuality. 12th grade will be a time to choose specific areas of sport interest and develop skills further as well as prepare for adult health issues and deepen health literacy.

Strength and Conditioning

1 or 2 semesters.
PE Elective. This course will give students the opportunity to know and understand the benefits of a well-planned strength and conditioning program, as well as be familiar with terminology, basic concepts of program design and basic physiology. Students will be able to prescribe and implement an appropriate program to improve total body strength, power, speed, agility and balance. They will be able to perform various exercises with good technique, and will demonstrate the ability to incorporate proper safety procedures into training activities.

Social Studies

Social Studies Department Guidelines/Requirements:

• All students are required to complete 8 credits of Social Studies to graduate.
• All Seniors are required to participate in Senior Capstone to graduate from CAJ.
• For class of 2024, students have taken US History as a requirement, but from class of 2025 and beyond, US History is only required for U.S. citizens. Those applying to U.S. universities, please consult the College and Career Counselor.

World History 9

2 semesters; required course grade 9
World History is a broad-reaching subject, but is essentially a study of people. This class will explore the ways in which people have changed over time, and the ways they've stayed the same. We'll examine what people believe, what they've done, and how our environment changes our behaviors. We will investigate many cultures, events, and conflicts in an attempt to discover the connections of the past to the present. Students will have a variety of ways to demonstrate their understanding through discussions, debates, projects, presentations, and collaboration.

Comparative Politics and Government

1 semester; required course in grade 10
To many, politics can be an uncomfortable topic. One which many would prefer to avoid altogether. But at its core, politics is the story of how we interact with each other. The main purpose of this class is to better understand others and grow in empathy. To this end, the students look at how different types of governments work, how are they similar or dissimilar from each other in their operation and how people and governments respond to all kinds of issues. They will learn the roles of different levels of government, the responsibilities of citizens, and see how it is put into practice in the real world, not just in theory or in an ideal sense. The students also will research current events, see what is happening around the world, and propose how to address specific needs. Through all of this, we seek to help the student understand others, to better understand our responsibility to each other, and how to truly love our neighbors. In this, we aim to better care for others, understand their story, their struggle, feel for their pain, and find a way to do something about it.

Japanese Culture

1 semester, required grade 10 Social Studies.
This is a one semester course that provides a general foundation for students’ knowledge of various aspects of Japanese culture. The goal is to cultivate and enhance each student’s understanding and appreciation of Japan and its people and culture, particularly through case studies such as the influences of Confucian values on society, Nagasaki and the significance of Christianity and the Atomic Bomb. Students will also conduct a mini cultural lesson as a semester project on topics of their choice. In this course, students will consider such questions as “How did elements of geography, historical events, and religious beliefs contribute to the formation of Japanese culture as we see it today?”; “What are the foundational cultural values of the Japanese people?”; and “In what ways and to what degree are Christians living in Japan responsible for learning and understanding Japanese culture?”

Economics, AP

2 semesters, social studies elective, Advanced Placement course.
The purpose of the AP course in macroeconomics is to give students a thorough understanding of the principles of economics that apply to an economic system as a whole. The course places particular emphasis on the study of national income and price-level determination, and also develops students’ familiarity with economic performance measures, the financial sector, stabilization policies, economic growth, and international economics.
Economic principles are set in the context of contemporary society and current events. The course will aim to prepare students to take the AP Macroeconomics test in May. If students want to take the AP Microeconomics test, they can be given guidance and material. This class does not prepare them for both tests.

• Non-AP option: Students may take the course without taking the AP exam and without the AP title.
  

Prerequisite: English 10, with Algebra 2 recommended.

US History

2 Semesters.
Previously implemented as a part of the combined English and Social Studies course called “Humanities”, from the 2024 school year the new stand alone US History course will survey US history from early indigenous peoples through current history focusing on the three themes of empire, liberty and faith.

Psychology

2 semesters, social studies elective.
An introduction to the field of psychology covering neuroscience, learning, memory, social norms, and other topics that vary with the interests of the students.
Prerequisite: English 10, and preferably two years of science courses.

Senior Capstone

2 semesters, grade 12 required course.
The mission of CAJ is to prepare students to “serve Japan and the world for Christ”; Senior Comprehensives is your opportunity to do just that, and can be summed up in a single prompt:
Propose and engage in a plan of action that effectively addresses a global issue.
Senior Capstone has been designed to provide you with a guided framework as you complete the Senior Comprehensives process: deciding what part of the world you want to serve, and just how you want to do it. In Capstone, you will be asked to choose a global issue that you care about from your own interests and passions; through rigorous research and in-depth historical and theological analyses, you will come to understand why this issue exists at all and what can be done about it; through taking action, you will personally be part of relieving and/or preventing the suffering this issue causes.
Although Senior Comprehensives and Senior Capstone are linked, they are not the same course. Your work in Capstone will prepare you and support you as you complete Senior Comprehensives. Passing Capstone and completing the Senior Comprehensives are both graduation requirements for CAJ.

World History, AP: Modern

2 semesters, social studies elective.
AP World History: Modern is an introductory college-level modern world history course. Students cultivate their understanding of world history from c. 1200 CE to the present through analyzing historical sources and learning to make connections and craft historical arguments as they explore concepts like humans and the environment, cultural developments and interactions, governance, economic systems, social interactions and organization, and technology and innovation.
Prerequisite: English 10

Science

Science Department Guidelines/Requirements:

• The minimum graduation requirements for science are 2 classes (4 credits). However, most universities/colleges will require three or four classes depending on each institution. Please talk to your Academic Counselor for assistance to determine your sequence of courses.
• Computer Programming credits will count towards your graduation requirements. However, it may not meet your requirements for college/university eligibility. Please consult with your Academic Counselor.
• In which grade should I take each Science Course? Some flexibility is possible, including taking two in one year, but this is not easy. Note that schedules may not permit some combinations in some years.

Math Prerequisites:

• Chemistry in 10th grade - B+ or higher in Geometry or recommendation from the Chemistry teacher
• Physics 1 - Algebra 2 completed, 11th grade
• Physics 2 - Precalculus recommended at least concurrent

Biology

2 semesters, required grade 9 course.
Biology is a foundational course that provides students with an introduction to the principles and practices of life sciences. The key topics covered in this course include biochemistry, cellular biology, genetics and inheritance, DNA and molecular biology, evolution, ecology, and human anatomy and physiology. By participating in laboratory activities, students will develop skills such as experimental design, data analysis, and scientific communication. Throughout the course, students will explore the study of biology through the lens of Christian perspective, and deepen our understanding of God’s creation and our role in it.

Biology, AP

2 semesters. Advanced Placement course. Grade 11 or 12.
AP Biology is an introductory college-level course that covers a range of topics, including cellular energetics, information storage and transfer, and system interactions, and evolution. In addition, the course emphasizes integration of scientific practices such as experimental design, data analysis, and communication of findings to biological concepts. Throughout the course, students will have opportunities to explore how scientific discoveries and principles of biology can deepen students’ understanding of God’s creation and the importance of stewardship of the natural world.
Prerequisite: Biology and Chemistry.

Chemistry

2 semesters
Chemistry is the study of the interaction of natural substances at the molecular and atomic level to produce many physical phenomena that humans observe in their daily lives. The course is designed to be as interactive, participative and motivational as possible. Students will be given ample opportunity to experiment and use chemical substances, and challenged to link experimental observations to theoretical facts.
Prerequisites: Biology, and Algebra II (concurrent).

Chemistry, AP

2 semesters, Advanced Placement course. Grade 11 or 12.
The AP Chemistry course is designed to be the equivalent of the general chemistry course usually taken during the first college year. For some students, this course enables them to undertake, in their first year, second-year work in the chemistry sequence at their institution or to register in courses in other fields where general chemistry is a prerequisite. For other students, the AP Chemistry course fulfills the laboratory science requirement and frees time for other courses.
AP Chemistry strives to meet the objectives of a good college general chemistry course. Students in such a course are expected to attain a depth of understanding of fundamentals and a reasonable competence in dealing with chemical problems. The course should contribute to the development of the students’ abilities to think clearly and to express their ideas, orally and in writing, with clarity and logic.
Prerequisite: Chemistry. Recommended to be taken with or after Precalculus.

Environmental Science

2 semesters, usually grade 10.
This is a high school course that seeks to apply principles from all the scientific disciplines to issues of environmental care and sustainability. Especially, it will consider case studies in the environmental impact of human activities. Essential questions will include: How can we care for the creation? What issues need to be considered when making viable environmental decisions? What aspects of modern life-style are hindering/helping the care of the environment?
Prerequisite skills: Biology is recommended.

Physics 1

2 semesters, grades 11 - 12.
Same as AP Physics 1 without the need to prepare for the AP Exam.
Entry skills / Prerequisite: Algebra 2.

AP Physics 1

2 semesters, grades 11-12, Advanced Placement course.
AP Physics 1 is an algebra-based, introductory college-level physics course. Students cultivate their understanding of physics through classroom study, in-class activity, and hands-on, inquiry-based laboratory work as they explore concepts like systems, motion, force interactions, energy, change, conservation, and waves. The level of inquiry in AP Physics 1 will develop students’ abilities to look at the world in new ways, to logically and clearly communicate their observations and explanations, and to creatively work through challenges. This course will prepare students for the AP Physics 1 Exam.
Prerequisite: Algebra 2. Recommended prerequisite: Precalculus or higher at the same time.

AP Physics 2

2 semesters, Advanced Placement course, grade= 12.
AP Physics 2 is an algebra-based, introductory college-level physics course. Students cultivate their understanding of physics through classroom study, in-class activity, and hands-on, inquiry-based laboratory work as they explore fluid dynamics, optics, thermodynamics, electricity, magnetism, and quantum mechanics. The level of inquiry in AP Physics 2 will develop students’ abilities to look at the world in new ways, to logically and clearly communicate their observations and explanations, and to creatively work through challenges. This course will prepare students for the AP Physics 2 Exam.
Prerequisite: AP Physics 1, Algebra 2. Recommended prerequisite: concurrent enrollment in Calculus.

Computer Programming

2 semesters, elective, availability based on demand
This course teaches students fundamental programming skills through the Java programming language. Students will learn syntax, logic, debugging, conditional statements, loops, object-oriented programming (classes & objects), methods, and arrays. This is an introductory course and does not require any previous programming experience.
Recommended prerequisite: high grades in Algebra or other mathematics courses.

World Languages

Japanese

Japanese, Foundations

2 semesters
This course is intended for students with little or no previous knowledge of Japanese. Hiragana, katakana, and kanji are taught in the context of the cultural content the student is learning. Students will study basic grammar forms and conversation styles to support basic daily life. Cultural studies are emphasized in speeches, presentations, and projects.

Japanese, Intermediate

2 semesters
This course increases the challenge level of conversation, grammar, reading, and writing simple compositions. Cultural studies are emphasized in speeches, presentations, and projects. The course emphasizes the use of Japanese for active communication in a wider variety of situations in daily life.
Prerequisite: Japanese, Beginner

Japanese, Advanced 1

2 semesters
This course focuses on advancing their four skills of speaking, listening, reading, and writing for proficiency in Japanese. Students study increasingly complex grammar and practice oral and writing skills. With advanced vocabulary and kanji, students present projects and write compositions. Prerequisite: Japanese, Intermediate
Prerequisite: Japanese, Intermediate

Japanese, Advanced 2

2 semesters
This course is a continuation from Advanced 1, further cultivating the four skills of speaking, listening, reading, and writing for proficiency in Japanese. Students will start focusing on the goal of being able to read books comparable to AP level in Japanese independently. Though this is not an AP Course with an AP curriculum, some class content and activities are complimentary for the AP Japanese exam.
Prerequisite: Japanese, Advanced 1

Japanese, Comprehensive

2 semesters
This course is for students who have completed Japanese Advanced 2, or comparable language training. In this course students demonstrate and apply comprehensively the speaking, reading, and writing skills that they have already mastered. This course uses the JLPT N1 workbook to cultivate and advance each student’s language skills. However, taking the JLPT N1 test is not a requirement. Another focus of this course is training students to read Japanese novels on their own. Finally, this course aims to enable students to sharpen the 4Cs of 21st century Skills (Critical Thinking, Creativity, Collaboration, and Communication) in the Japanese language. This class is conducted fully in Japanese. No formal assistance for the AP Japanese exam will be provided during class.

Japanese Composition

2 semesters
This course is for students with near-native level Japanese skills who have had significant training in Japanese language either through formal Japanese education, family environment, and/or other backgrounds that provided solid support in developing their language skills. This course aims to further develop and cultivate each student’s Japanese skills, specifically in reading and writing. This course is not an extension of other Japanese courses taught at CAJ. No formal assistance for the AP Japanese exam will be provided during class.
This class is conducted fully in Japanese.

Japanese Literature and Society

2 semesters
(Taught in a three year rotation, alternating with Japanese: 20th Century Authors and Japanese Christian Literature) This course is designed for students with native Japanese language skills. This class, conducted fully in Japanese, focuses on the study of selected works by Japanese authors that deal with linguistics, geography, history, religion, and culture. Students are expected to have Japanese skills high enough to read, comprehend, analyze, and critique all reading material in Japanese. Students are also expected to demonstrate such responses to their reading in written Japanese. The objective of this course is to enhance each students’ Japanese language skills in order to understand and appreciate Japanese culture further and deeper, and to love and serve the Japanese people as Christ taught us.
Prerequisite: Native level Japanese skills, significant amount of formal Japanese education or equivalent.
No formal assistance for the AP Japanese exam will be provided during class.

Japanese 20th Century Authors

2 semesters
(Taught in a three year rotation, alternating with Japanese Christian Literature and Japanese Literature and Society) This course is designed for students with native Japanese language skills. This class, conducted fully in Japanese, focuses on the study of selected 20th century Japanese authors and their notable works. Students are expected to have Japanese skills high enough to read, comprehend, analyze, and critique the works of 20th century Japanese authors in the original language. Students are also expected to demonstrate such responses to literary works in written Japanese. The objective of this course is to enhance each students’ Japanese language skills in order to understand and appreciate Japanese culture further and deeper, and to love and serve the Japanese people as Christ taught us.
Prerequisite: Native level Japanese skills, significant amount of formal Japanese education or equivalent. No formal assistance for the AP Japanese exam will be provided during class.

Japanese Christian Literature

(Taught in a three year rotation, alternating with Japanese: 20th Century Authors and Japanese Literature and Society) This native track course is designed for students with native level Japanese language skills, focusing on the study of selected works by Ayako Miura. Students are expected to have Japanese skills strong enough to read, comprehend, analyze, critique, and reflect on all readings in the Japanese language. Students are also expected to demonstrate such responses in written Japanese. This course aims to enhance students’ Japanese language skills in order to understand and appreciate Japanese culture deeper, and to provide students an opportunity to love and serve Japan for Christ through various Japanese Christian literature that depict God’s love and the human condition. This class is conducted fully in Japanese. No formal assistance for the AP Japanese exam will be provided during class.

Spanish

Spanish I

2 semesters
Spanish I is an introduction to the four basic skills of speaking, listening, reading, and writing. Students begin writing short compositions within the first nine weeks. Cultural studies of Spanish speaking countries are woven throughout the curriculum. Religious vocabulary is increased through the use of Spanish Bible texts for devotions and the memorization of Bible verses in Spanish.

Spanish II

2 semesters
Spanish II reviews and continues conversation, complex grammar, and advanced reading, listening, and writing assignments. Cultural studies continue to be woven throughout the curriculum. Students will begin giving short speeches in Spanish. Prerequisite: Spanish I.

Spanish III and IV

2 semesters, AP or non-AP, subject to demand
Spanish III and IV review and continue conversation, advanced grammar, reading, listening, and writing. Cultural studies are presented with each unit emphasizing a different geographical area of the Hispanic world. Literature for each unit is also presented. Students give longer speeches in Spanish.

EAL

Effective Reading and Writing

2 semesters, EAL class
The EAL classes in high school support students at each grade level to improve their academic English across the curriculum. Students are given opportunities to develop their grammar skills, build their academic vocabulary, improve their reading strategies, develop their writing, listening and thinking skills, and hone their presentation skills across the academic content subjects. Students’ English language foundation is strengthened while they are being supported in successfully completing the classroom assignments of these academic subjects.

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Courses: Correspondence

Students may take CAJ-approved correspondence courses to make up classes they did not pass. Students are not to take correspondence courses to complete required classes unless specifically directed by the principal to do so. For a correspondence course to be approved, parents must contact the registrar with a request, and the registrar will submit the request to the principal for a final decision.

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Course load

CAJ reserves the right to help a student to manage his/her course load.

• Seven courses and a study hall are considered a full course load in any semester.
• Every high school student must have 1 study hall. Second study halls are granted at the discretion of the HS Principal.
• Intentional exceptions may be made on a case-by-case basis depending on a student’s needs. Please contact the registrar (registrar@caj.or.jp).

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Courses: Adding Dropping

There are two occasions where students are able to add/drop classes:

1. A student can add/drop a class before the end of the school year prior to when the course will be taken if there is space and/or the change does not adversely affect the class balance.
2. A student may also drop/add classes before the end of the first week of school with the permission of the HS principal. However, changes will only be granted under the following conditions:
   • The student completed a summer school course that allows them to take a course in which they could not enroll.
   • There is space in the class in which they desire to enroll.
   • The change does not adversely affect other classes.

If a student wants to drop a class after the first two full weeks of school to take a study hall, the student must provide a written request by a parent and can withdraw with a WP (withdraw while passing) or WG (withdraw with grade), neither of which affects the GPA. AP students can change from AP to the regular course by September 30 without it affecting the transcript. Students who change from AP to the regular course after September 30 will receive a W (withdraw) for the AP class.
All elective classes are yearlong. There will not be any elective changes after the first semester.

• Students enrolled in yearlong electives (such as chemistry, and AP calculus) are expected to take the class for both semesters. Exceptions may be granted by the principal, based on a written appeal by the parent and in consultation with appropriate teaching staff.

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Courses: Repeating

A student may repeat a class he/she has passed, with the permission of the principal. (For example, students who earn grades of C- or below in math may be asked to repeat a class and earn a higher grade to be eligible for the next level of math.) The student may earn credit for the repeated course; if the course is a graduation requirement, the repeated course will count as elective credit. 

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Courses: Independent

Independent study courses using CAJ staff are not offered. In specific and rare circumstances intentional exceptions might be made. The principal must approve all independent study courses that use CAJ staff or that are to be included on the CAJ transcript in advance.

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Advanced Placement

AP (Advanced Placement) courses are college-level courses taken by high school students worldwide.

• AP courses provide students an opportunity to take classes with additional rigor and depth.
• These classes have an increased workload (1+ hours of homework per day) and include an exam (usually in May), on which, if students do well enough, colleges may award credit.
  • Students are expected to be self-motivated and diligent.
  • Many of the courses have specific prerequisites and admission criteria.
  • AP information is available from the registrar Registrar@caj.ac.jp
  • To be eligible for enrollment, students must:
    • have a cumulative GPA of 3.0,
    • have a grade of B or better in the subject area this year,
    • attend a meeting with the AP teacher to learn about the course,
    • have their parents sign a form indicating that they understand that AP classes involve a significant amount of work, and increased fees as well.
    • Exceptions to these criteria may be granted by the principal.
• GPA Scale: For grades of C- or above in AP classes, 0.5 GPA point will be added (AP A = 4.5, AP B = 3.5, C = 2.5). see Grade Point Average
• There is a ¥30,000 fee for AP classes that offsets (but does not completely cover) the cost of the test and AP materials.

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