An approach that focuses on teaching students to think critically, communicate effectively, and grow in virtue by studying foundational texts and subjects through a structured progression of grammar, logic, and rhetoric.

Two or three in-class days with classically trained instructors, Lesson Guide for structure and support on homeschool days, yet still allowing for freedom and flexibility of homeschool

Rightly ordering affections, in order to love that which is lovely. We highlight skills of education, not curriculum (that which we practice our skills on)

Scholé, from the greek “leisure” simply means we strive for restful learning. This does not mean “easy,” rather we endeavor to make space for students to dive deeply into their books, asking more of themselves and the text as they read, study, and learn.

“Liturgical learning” is a phrase that describes the use of the embodied patterns from church worship and tradition for shaping the way we order time, space, and language in our school. We believe that using elements of a liturgical pattern within our classes is an effective way to recover reflection and contemplation as part of learning. We think that it is a faithful application of the classical tradition, and one that differentiates us from other schools. For example, one could use the following “order of worship” as a pattern for ordering a lesson. This pattern or template is intended as a guide that is not followed to the letter but nonetheless shapes the “learning liturgy” of Headington Hill Classical Academy classes to distinguish them as scholé courses. Our faculty embrace and love incorporating this approach, and we believe our students will too.

• Welcome/Greeting: Students are greeted by beautiful image(s) and music, perhaps with an inspirational quotation or key question, which they are asked to contemplate for several minutes.

• Grateful Acknowledgement: The students and the instructor express gratitude for the art, one another, and the opportunity to study some aspect of God’s creation, mind, nature, humanity, etc.

• Confess What We Need: The students and the instructor confess a need for a disposition, a frame of mind, a virtue, a heart that seeks and calls out for wisdom, etc. A written confession may be read and/or a prayer offered. (Key Scripture: Proverbs 2:1–7).

• Teach/Present/Discuss: The instructor leads a traditional lesson, ensuring that students are engaged and participating.

• Confess What We Know/Have Learned: The instructor leads a summary and review, sometimes taking the form of a “creedal” confession that edifies.

• Expression of Thanksgiving: The instructor (or a mature student) leads the class in expressing gratitude to God, the instructor, and/or other students.

• Benediction/Dismissal: The instructor gives a prepared benediction written by the instructor or from traditional sources.

• Processional: The students return to beautiful music and images. Students are free to leave immediately or remain for quiet contemplation.  

Embodied learning is intentionally engaging heart, mind, and body to form the soul. We do this my knowing God and making Him know, by loving God and loving our neighbor, and using our hands to serve our neighbors and the church.

HHCA partners with parents, providing the structure and support they need to educate their childern on home days, and offering the freedom and flexibility to tailor lessons/curriculum for individual students.

Ideally, every average student working diligently should do praiseworthy work (cum laude). Those who excel beyond this expectation will be the magna cum laude students. Students who do adequate but not praiseworthy work should be designated satis. Non satis means lacking sufficiency or adequacy. 

At HHCA, we keep our class sizes small, 12 is the target number of students (though we do allow up to 14 for teacher’s students and families with multiple children who have a space for all but one). This allows great mentoring opportunities, deep relationships, and easier classroom management.