Summer Office Hours: 9:00 am to 1:00 pm, Monday thru Friday

  (859) 342-2551
3825 Dixie Highway
Elsmere, KY 41018 




Art education includes understanding, contemplating, appreciating and enjoying beauty, unity and goodness and thus enriching and refining one’s life. Art mirrors the beauty of God in creation and this beauty is appreciated in color, design and materials. Art education develops the capacity for creative expression and visual sensitivity through a variety of experiences, observations and performances in each student so that he/she may integrate it into their lives. The art curriculum includes learning to perceive, the language of art, knowledge of the artists and their art, the use of art tools and materials and building artistic abilities.

The art program is designed to be sequential, where students develop creative and artistic skills as they progress from grade to grade. Students begin with development of basic skills in the Elements and Principles of Design (line, shape, color, texture, balance, pattern, form, etc.) learning about composition and developing drawing skills. Learning experiences become more involved as students progress from each grade level, giving students the opportunity to expand their knowledge and skills in creative expression of their ideas. Students are encouraged to develop their ideas through careful thought and planning. Art projects allow for a broad range of expression of ideas to assure success. Effort is emphasized rather than results. Art is used to enhance all areas of the curriculum (i.e. designing book covers, drawing maps, sculpting models, creating diorama, etc.). The computer lab provides opportunities for students to explore technological media through the use of software and computer imaging. Enrichment activities include museum field trips, poster contests, Diocesan Art Contest participation, and an all school art display. 



The computer science education curriculum is an integrated approach to computer learning that provides opportunities for all students, at any grade level or ability level, to become computer literate. St. Henry School has state of the art computers, not only in the computer lab but also in the classrooms. 

Emphasis is placed on the use of Microsoft Office Suite of programs WORD, EXCEL, POWER POINT, PUBLISHER, and ACCESS. Beginning in the third grade students begin to use Power Point for class presentations. Second grade through eighth grade also uses a web based typing program called where students can login from the classroom or at home to practice their typing skills through games or lessons. 

Kindergarten and first grade students launch computer programs from an icon driven menu, print documents using an icon and retrieve them from the printer, explore and manipulate various pieces of software for educational purposes (move around within a piece of software) as instructed by a teacher. Students will identify various pieces of computer hardware and software and use proper terminology when referring to computer hardware and software. 

Second grade students launch and quit software from any menu, properly handle, insert or remove CD’s from CD drive and launch CD’s from a menu, print documents using an icon or menu bar and retrieve them from a printer, explore and manipulate various pieces of software for educational purposes (move around within a piece of software) as instructed by a teacher. 

Third grade students properly start, restart and shut down the computer. Launch/quit any software or CD, save and retrieve files/documents to/from proper storage locations and print as directed by teacher, and explore and manipulate various pieces of software for educational purpose as instructed by a teacher. 

Fourth and fifth grade students launch/quit any software or CD, with or without an icon menu, create, save and retrieve word processing, database or spreadsheet documents to/from proper storage locations and print, use a scanner or digital camera to capture and save/retrieve a picture, and explore and manipulate various pieces of software for educational purposes as instructed by a teacher.  Fourth and fifth grade students also have Chromebooks in the classroom.  The students use email, google drive, and the internet in the classroom. 

Sixth, seventh and eighth grade students launce/quit any software or CD’s, create, print, save and retrieve word processing, database, spreadsheet or multimedia documents, capture and import graphics using a scanner, digital camera, CD, internet access or file, use multitasking capabilities where appropriate, and explore and manipulate various pieces of software for educational purpose as instructed by a teacher. 6-8th grade students also have Chromebooks in the classroom.  The students use email, google drive, and the internet in the classroom.  The students carry the Chromebooks to each class.  

7th and 8th Grade Computer Elective-Students learn to dissect the computer learning what certain pieces do and how they communicate with eachother.  Next students dicuss and learn about appropriate online behavior and Netiquette talking and exploring programs like facebook, skype, and instragram.  The students also learn to build websites and use skype for a business project.



Language arts include literature, reading, writing, spelling, listening skills, and thinking skills. The language arts curriculum provides a variety of experiences to allow for individual differences and interests as well as to challenge each student to reach his or her potential and to develop the power to be a discriminating reader and viewer.

Reading is a major area of focus in all grades. The primary grades spend 1½-2 hours each day on reading. Grades 4-8 spend four hours per week on reading, with much additional time spent reading in content areas. Instructional strategies include reading aloud, the use of literature based trade books, literature logs, class discussion, small and large group discussion, writing and independent reading. To encourage critical thinking, our teachers use thought provoking questions, class discussion, and student’s critique. A thematic, literature based approach is used in all grades. Remedial reading is implemented by staff reading specialists who assist children outside the classroom who need additional help. This is accomplished through the use of remedial materials, computer programs, reinforcement of phonics and sight word vocabulary, reading comprehension instruction and assistance with Accelerated Reader assignments. 

Our media center, in addition to providing in excess of 24,000 books at all grade levels, provides much technological support through computer assisted filing of literature and reference materials, video presentation and video recording of discussions. Enrichment activities include drama presentations and field trips appropriate to grade level. All students and teachers read silently for at least ten minutes of every school day (time varies in junior high classes) and students must carry a book for pleasure reading with them at all times during the day. 

To learn writing skills students spend 30-45 minutes each day. They learn a “writing process.” Writing in all content areas reinforces what they have learned. Major instructional strategies for teaching writing skills include journaling, models of correct language usage, all varieties of purposeful writing, and group discussions. Students learn to edit on the computer. Our students participate in a variety of enrichment activities that encourage good writing, including Governor’s Cup Creative Writing Competition, many regional, state, and national essay contests, and pen pal projects. 

Oral communication skills are learned and practiced in all grades beginning with “show and tell” in kindergarten. Students spend about 30-45 minutes each day on oral language. Many instructional strategies are used but usually we employ a sequential process of explanation, modeling, practice and presentation. To encourage critical thinking, we use dialogue and role-playing, interviews, and debates. To allow for special needs, we have an adjusted curriculum program and our local public school offers speech therapy on a pullout or after school basis. Our students utilize oral language skills in all areas of the curricula to share, inform and persuade. Enrichment activities include school and Diocesan Speech contests, guest speakers, and many opportunities for performance in all-school programs and drama presentations.



Our media center, in addition to providing in excess of 24,000 books at all grade levels, provides much technological support through computer assisted filing of literature and reference materials, video presentation and video recording of discussions.  It also provides access to more than 2,500 computerized comprehension tests through the accelerated reader program.  In addition all classes from pre-school through the eighth grade are exposed to literature appreciation, library etiquette, author studies, reference skills, award winning literature, genre introduction including fiction and non-fiction, and an understanding of the Dewey Decimal System.



The mathematics curriculum identifies skills needed to be mathematically literate in a world that increasingly relies on calculators and computers to carry out computational procedures. The mathematics curriculum develops skills that the learner can use in problem solving approaches to investigate and understand the underlying mathematical features or content of a problem, develop a variety of problem solving strategies with emphasis on both multi-step and non-routine problems, formulate problems from the real world and mathematical situations, asking key questions the answers of which may provide useful information, verify and interpret results with respect to the original problem, generalize solutions and strategies to new problem situations, and help the student acquire confidence in using mathematics.

Students spend an average of 45 minutes per day on math. Major instructional strategies include explanation, modeling, use of manipulatives, drill, and practice. To encourage critical thinking, our teachers employ Bloom's Taxonomy (predictions, what if, why), patterning, sequencing, and word problem solving. Students also learn to devise their own word problems. An adjusted curriculum program is available for students with special needs in math. Small group advancement is frequently used for new math concepts and the peer tutoring program provides additional help where needed. Math skills are integrated with other subjects through word problems, using a theme, measurements in science and music, and map reading in social studies. Calculators, computers, overhead projectors, and scales are employed as technological aids in math. Enrichment activities include Governors Cup Math Competition, Diocesan Math Competition, and class projects such as graphing, measuring and making models. A Math Club is organized each school year for students who want to participate in further learning and competition.

Accelerated math is offered to students in grades 4-8. Through this accelerated math program students may take algebra in the eighth grade. Remedial math is implemented in and out of the classroom by reintroducing missed concepts, problem solving and reinforcement of the materials covered in the classroom. This is accomplished by assistance from teacher aides.



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Religious education proclaims and teaches God’s Word and our faith’s traditions in order that our faith might be enlivened and nurtured. Religion is realized through worship, word, community, and service. Religion is taught as a regular academic subject. Students attend class daily, take tests, and receive grades each quarter. Because we want students who participate in their faith as well as know it, students participate in weekly Mass and liturgical celebrations and do Christian service projects throughout the year. Service projects are age-appropriate outreach projects that encourage responsibility to our neighbors, the community, and those less fortunate. Sacramental preparation of First Eucharist, First Reconciliation, and Confirmation is accomplished in the classroom. These sacraments are considered family events, and parents work closely with our teachers in the preparation process.

We follow diocesan guidelines in teaching Religion. Textbooks used are in accordance with diocesan policies. In the 4th grade, Human Sexuality curriculum is introduced to our students and taught each year thereafter.



The science curriculum program entails several categories of learning objectives. The objectives are: 
  • Science as Inquiry:  a teaching method in which students learn skills, such as observing, inferring and experimenting.
  • Life Science, Earth Science and Physical Science:  These three widely accepted divisions of scientific disciplines focus on the fundamental knowledge, and science concepts, principles, theories and models that are important for all students to know, understand and use.
  • Science and Technology: establish useful connections between the natural and the designed worlds, and provide students with opportunities to develop decision-making abilities. These objectives emphasize abilities associated with the process of design and fundamental understanding about the enterprise of science and its various linkages with technology.
  • History and Nature of Science:  is essential to the understanding that science reflects its history and is an ongoing, changing enterprise. The history and nature of science category helps student clarify different aspects of scientific inquiry, the human aspects of science, and the role science has played in the development of various cultures.
  • Unifying Concepts:  describes the integrative schemes that will bring together students’ many experiences in science education. In the early grades, instruction establishes the meaning and use of unifying concepts and processes. At the upper grades, this category facilitates and enhances the learning of scientific ideas and principles by providing students with a “big picture” approach of scientific ideas. 

The time spent on science increases by grade level from 1 1/2 hours per week in first grade to 45 minutes per day in middle school. Teachers in all grades take a hands-on approach to teaching, using modeling, experimentation, observations, and class and group discussion. This hands-on approach encourages critical thinking. Predictions and analysis of results are also used to help the student apply the concepts learned to life experiences. Kinesthetic learning is balanced with visual and auditory methods to reinforce the subject. Small group work helps to accommodate a variety of learning rates. Science themes such as health and fitness, conversation, and animal study are carried throughout the curricula. In science, our students use microscopes and a green house as well as other scientific equipment. Our media center provides many films and tapes to enhance instruction and learning. Enrichment activities include field trips, quest speakers, and a yearly science fair. 




The social studies curriculum equips students to make current and future decisions based on Catholic values and democratic principles. The curriculum also increases the students understanding of respect for individual and cultural identities and diversities, developing skills and knowledge in geography, global issues, both current and anticipated, involving community members as resources and developing leaders with Christian principles who will be active participants in civic affairs.

The time spent on social studies varies from 1 1/2 hours per week in first grade to 45 minutes per day in middle school. The social studies curriculum follows the guidelines established by the diocese. History, geography and current events are incorporated into daily studies. In order to meet the needs of all students, a variety of instructional strategies are used including: modeling, lecturing, storytelling of historical facts, and cooperative learning. Social studies is often integrated with other subjects including language arts and computer. Enrichment is provided by the many videos and laser discs from our media center, field trips, and use of student oriented current even publications.



There are many new innovative tools in our foreign language classes to ensure our students’ highest standards of learning are met.  Along with Google tools, we also use the website Duo Lingo to not only learn Spanish, but also introduce ourselves to other languages such as French and Italian. The students learn conversational skills as we practice verbal techniques in articulation of common Spanish phrases.                

Students often use journals entries to track progress and reflect on personal growth. These journals are written both in English and Spanish. Each day, students are given a prompt that they must then translate and respond to using Google Translate and other 21st century tools. Students learn technical skills adhering to proper usage of verbs, nouns, adjectives and more in the Spanish language.                

There is much focus on Spanish conversational skills which also strengthen our everyday social skills. By learning about other languages and cultures around the world, we are learning more about who we are. This prepares the students not only for the high school classroom, but for college and beyond. 



Physical Education is an important component of each student’s school experience. Our approach is directly related to St. Henry’s mission to ensure that students are Connected, Confident, and Contributing.  Physical wellness and healthy lifestyles are developed through a variety of activities.  While not everyone enjoys competitive sports, all can appreciate and experience positive benefits from physical activities. Students will acquire and refine skills that will enhance their quality of life though being physically active and learning healthy habits. 

St. Henry’s Physical Education program is based upon the acquisition of knowledge and skills that are the foundation for engaging in physical activity.  The goal is to empower all students to sustain regular, lifelong physical activity as a foundation for a healthy, productive and fulfilling life.  Students will be provided a wide variety of physical activities and challenges that will contribute to the development and maintenance of their physical, cognitive, and affective well-being.  Students will be provided with the foundation for making informed decisions that will empower them to achieve and maintain a healthy lifestyle.


With our new theatre program every student in our growing school gets to enjoy performing arts! At St. Henry we strive to be Connected, Confident, and Contributing. Our Theatre Program focuses on strengthening our students Confidence so that they’re ready to face the challenges of everyday life.     
In theatre class students learn how to project our voices and speak clearly to a crowd. They also learn how to become a character and put on a show. Students also learn about the culture of theatre and history of its use around the world throughout time.     
Theatre is meant not only to entertain, but also to enlighten. Children are learning every day in this classroom what it means to compromise and work as a team. Whether we are selling products in a television commercial ad or broadcasting the local news, each student has a vital part they play in our project- based learning lessons.         
Offering theatre classes at each grade level helps students better prepare for annual showcases such as The Christmas Pageant, 7th grade Passion Play, Talent Show, and even the 8th grade musical. Students develop their presentational skills as we practice weekly church scripture readings for Mass. From storytelling to playwriting, we integrate all subjects of learning into our projects. Students will greatly enhance their memorization skills through performing short plays and monologues. The younger students also have a great time putting on puppet shows! 


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