DigitalAdmissions Information Package
SummaryofContents OurSevenGuidingPillars......................................................... 3 PortraitofaWCAGraduate..................................................... 4 WCALearnerProfile.................................................................5 TheMiddleYearsProgram(PYP)atWCA.................................. 6 PerformingArtsatWCA.......................................................... 8 ServiceLearningatWCA.......................................................... 10 AthleticsatWCA..................................................................... 11 WCADressCode..................................................................... 12 OurBalancedYearCalendar......................................................14 ParentsofWCA(PWCA)......................................................... 15 AdmissionsChecklist............................................................... 16 WCAMYPHandbook.............................................................. 17 TuitionFeeScheduleandPolicies.............................................. 49 oremipsumdolorsitamet,consecteturadipiscingelit,sed doeius- mod temporincididuntutlaboreetdoloremagna aliqua.Quisipsum suspendisseultricesgravida.Risus commodo viverramaecenasaccumsan lacusvelfac- ilisis.
OurSeven GuidingPillars WilliamsburgChristianAcademyKingdomEducationStudentLearningOutcomes Wewillguideyoungpeopletoownanddeveloptheir Christ-CenteredWalkswiththeLord.(John12:32) WewillguideyoungpeopleinCommunicationexcellence throughmeasuredwrittenandoraldemonstrationsoflearn- ing.(2Cor.8:7) WewillguideyoungpeopletobeexcellentintheStewardship ofthewidevarietyofresourcesthattheLordhasgiventhem. (Genesis2:15;Proverbs27:23-24;1Peter4:10) Wewillguideyoungpeopletopracticementalandphysical Wellnessinallareasoftheirlives.(Romans12:1;1Cor. 3:16-17) WewillchallengeyoungpeopletopursueInnovationthrough Inquiry.Wearecuriouslearnersandcriticalthinkers.Weare problem-solversandeffectivecollaborators.Wearediligent workersandco-ownersofthelearningprocess.(Prov.9:9) Throughself-reflectionexercisesandourself-management platformApproachestoLearning(ATL),wewillstrivetode- velopthetraitofAwarenessinyoungpeoplesothattheywill growintocompassionateGodlyleadersintheircommunities andthroughouttheworld.(Psalm139:23-24) WewillguideyoungpeopletomodelRespectintheiractions andwordstowardsothers.(Mark12:31)
AChrist-CenteredWalk GroundedinBiblicalphilosophy,truths,andspiritualdisciplines Practicesworship,prayer,Biblestudy,andtheapplicationofGod’sWord Prioritizesoutreachandservice DisplaysGod’sloveforthemselvesandothers Jesussaid,“WhenIamliftedupfromtheearth,Iwilldrawallpeopletomyself.”(John12:32) InHimarehiddenallthetreasuresofwisdomandknowledge.(Col.2:3) Respect,Awareness,andStewardship Honorsthedignityofeveryhumanbeinginspeechandaction Loveoneanotherdeeplyasbrothersandsisters.Taketheleadinhonoringoneanother.(Romans12:10) ResponsiblecitizensofGod’screation,resources,andrelationships Aseachhasreceivedagift,useittoserveoneanother,asgoodstewardsofGod’svariedgrace:(1Peter4:10) TheLordGodtookthemanandplacedhimintheorchardinEdentocareforitandmaintainit.(Genesis2:15) Examinesattitudes,actions,interpersonalinteractionsforself-improvement Searchme,God,andknowmyheart;testmeandknowmyconcerns.Seeifthereisanyoffensivewayinme;leadmeinthe everlastingway.(Psalm139:23-24) Innovation through Inquiry Curiouslearners,criticallythinkers, Problem-solvers,effectivecollaborators Diligentworkers,andco-ownersofthelearningprocess Teachawiseperson,andtheywillbecomeevenwiser.Teachapersonwhodoesright,andtheywilllearnevenmore.(Prov.9:9) Ifanyofyoulackswisdom,youshouldaskGod,whogivesgenerouslytoallwithoutfindingfault,anditwillbegiventoyou. (James1:5) Communication Preparedinallaspectsofcommunicationskills Professionalinconduct,focus,questioning,spokenandwrittenword,andresearch Butasyouexcelineverything—infaith,inspeech,inknowledge,andinalleagernessandinthelovefromusthatisinyou—make surethatyouexcelinthisactofkindnesstoo.(2Cor.8:7) Whateveryoudo,inwordordeed,doeverythinginthenameoftheLordJesus,givingthankstoGodtheFatherthroughhim. (Col.3:17)
W CALearnerProfile INQUIRERS WedelightindiscoveringGod’sworld.Asweaskquestions,welooktoGodandScripture togainwisdom,discerntruthfromerror,andfindcreatedpurposeandorder. KNOWLEDGEABLE Weareliteratewithkeyknowledgeandcompetenttolearnmore;weapplyourknowledgetosolverealproblems andparticipateinChrist’sredemptiveplan. THINKERS Wedevelopbiblicalthinkingskillstodeterminewhatistrueandethicalbaseduponthesure foundationofChristandScripture,notupontheshiftingsandsofcultureandfeelings COMMUNICATORS WebuildtrustingrelationshipswithGodandothersthroughhonest,humble,kind,andbalanced communication.Welearntospeak/writepowerfullyandbeautifullywithwordsandvisuals. PRINCIPLED Weseektoliverightly,accordingtoGod’sWord,andhavenothingtohide.Whenwrong,we confess,apologize,andtakeresponsibility.Wetreatothersasmoreimportantthanourselvesandtrytoliveat peacewitheveryone. OPEN-MINDED WevalueallpeopleasreflectionsofGod’smind/character/beauty.Weseekto understandandrespectall.Whenwedisagree,weengageconflicthumblyandlovingly. Ultimately,wewantmindsopento/by/forChrist. CARING WegobeyondourselvesandshowChrist’skindnesstoothers--layingourlivesdownforthem. Wesincerelycareforpeopleandalsocareabouttheworkwedo. COURAGEOUS GroundedinChrist,westandupfortruth,protectothers,pursuejustice,andexposedarknessinordertoloveour neighbors(locallyandglobally)asourselves.Wedonotfearfailure,butuseitasanopportunitytolearn. BALANCED Wenurtureourspirituallives,makingsurenocreatedthingrulesoverus. Wepracticetimemanagement,rest,selfcontrol,andprioritysettinginlinewiththegiftsGodgivesus.Weseek healthysociallivesandbalanceineveryconversation. REFLECTIVE Weaskongoingquestionsaboutwhoweareandwhatwedo.Wehumblyinvitefeedbackand lovinglyofferpushbacksothatweandothersmightachieveourhighestpotential(ineveryareaoflife).
Learners practice a wide variety of musical instruments during their formative years as they explore musical theory. In addition to building a fundamental understanding of musical theory, all Lower School learners participate in chorus, theater, puppetry arts, and more. Like the comprehensive curriculum itself, the PYP performing arts are designed to develop a well-rounded appreciation of music and vocal instruction. Moreover, Lower School performing arts are vital to Praise and Worship culture. Psalm 100 instructs believers to “Make a joyful noise unto the Lord, all ye lands. Worship the Lord with gladness; come before Him with joyful songs.” The Middle Years Program facilities the exploration of music theory and the performing arts with a four-tier approach: Benefits to learning the violin include improved memory and attention span, boosted mental and emotional health, increased social skills, improved physical posture, and enhanced sensory development. The above development needs often go neglected in a digital age that is dominated by smartphones and tablets. The essentials of Williamsburg Christian Academy’s Violin courses include the following: o Establishing Good Posture o Understanding and Minimizing Tension o Breathing o Balance — Holding the Violin — Holding the Bow o Tuning the Violin — Using Tuning Apps o How to Make a Sound! — Plucking (Pizzicato) on Open Strings o Using the Whole Bow (Triangle, Square, Point) — Bowing (Arco) on Open Strings — Up Bow and Down Bow o Basic String Crossings — Straight Bows — Bowing Patterns with Simple Rhythms on Open Strings — Simple Melodies Based on Open Strings — Bow Changes — Basics of Sound Production (Speed, Weight, Point of Contact) o Bow Tilt — Producing a Clear, Pure, Resonant Sound o How to Practice — Preparing for Your First Performance The Choral Music program is designed to enhance the musical, creative and expressive qualities of all students. Musical opportunities are provided for every child to learn the basic skills of singing, playing and reading music, developing song repertoire, broadening listening skills and experiencing the interrelated nature of music with other cultures and content areas. The Upper School Chorus class is designed for students to apply musical skills as they continue to create and experience music as a musical ensemble. Choral students lead Chapel and Prayer Buddies services.
This course introduces and provides experience in all aspects of theater arts. Students study basic principles of acting including character analysis, textual interpretation, voice, movement, collaboration, improvisation, and critical analysis of performance. Additionally, students gain a working knowledge of theater history and the multiple forms of theatrical performance, as well as the technical aspects of theater and theatrical design. Special emphasis is placed on theatrical vocabulary and codes of conduct, as well as the creation, production, direction of monolog and scenes. Each Spring, students deliver a musical performance that incorporates all facets of theater and music theory. Learners who specialize in specific musical instruments may spend a portion of their performing arts course time in pursuit of mastery. Williamsburg Christian Academy’s Upper School music practice rooms enable space for individualized instrument exploration and mastery. Learners who specialize in specific instruments host an annual concert and participate in WCA’s musical production each Spring. Although learners may participate in MYP offerings during the Diploma Years, the DP musical experience promotes an intense level of musical analysis and examination. Involving aspects of the composition, performance and critical analysis of music, the HL Music course exposes students to forms, styles and functions of music from a wide range of historical and socio-cultural contexts. Students create, participate in, and reflect upon music from their own background and those of others. They develop practical and communicative skills which provide them with the opportunity to engage in music for further study, as well as for lifetime enjoyment. Music perception: Study, analysis and examination, comparing and contrasting of musical cultures Creating: The development of creative skills through exploration, control and development of musical elements. The following options are available: composing arranging improvising Stylistic Music technology techniques composing Solo performing: The development of performance skills through solo music making.
ServiceLearning ServiceLearning culture
Athletics play a crucial role in developing young minds, bodies, and spirits. They teach the value and importance of teamwork, treating others respectfully through good sportsmanship and self-discipline that extends into other areas of a student’s life both inside and beyond the classroom. We are fortunate here at WCA to place that all within a Christian context to help develop our student-athletes Christlike character throughout their overall athletic experience. Most importantly, we want to glorify God through the vehicle of athletics. As coaches and mentors in the athletic arena, we humbly hope to encourage eternal values within our student-athletes. We are pleased to have several offerings here at WCA for both our lower and upper school students. In our lower school Jr. Eagles programs, our 2nd through 5th-grade students have a wide range of opportunities to begin their skill development and sports fundamentals in soccer, basketball, cheer, volleyball, tennis, and lacrosse New in 2022-23!). Our lower school Junior Eagles enjoy 4-6 weeks of skills and drills followed by an inter-squad competition at the end of the season. In our Upper School athletics, we continue to build onto existing programs and are currently offering in the fall: Boys Soccer, Girls Volleyball, Girls Field Hockey, and Coed Cross Country. In the Winter, there are multiple skill and age levels of Boys and Girls Basketball. Our Varsity boys’ team has a storied tradition, winning multiple conference titles and even two state championships under the direction of several top-notch coaches over the years. Likewise, our Co-ed Eagle Swim team has grown each year and brought home the State Championship Runner-Up title for Division II teams two years in a row with just four female swimmers. We are also looking forward to the excitement generated by bringing back our Girls’ Cheer program. In the Spring, we revisit our Soccer program for a more relaxed season of Coed Soccer for our Upper School students, along with Coed Golf and Boys Baseball. In addition, we continue to grow our tennis program with fantastic and highly experienced community coaches who have helped WCA bring a Coed Club opportunity for all interested with hopes of transitioning to competition soon. Another exciting opportunity in the pipeline is the start-up of both a Boys and Girls lacrosse program. We anticipate plenty of enthusiasm for this new program as a sport that has taken off in our surrounding community and beyond. The wheels are always turning here at WCA, and our leadership team and coaching staff join together joyfully to bring a wide variety of sports opportunities to our student-athletes while striving to keep foremost the importance of each individual and the guidance of Biblical principles towards a Christ-centered walk as demonstrated in WCA’s “7 Guiding Pillars”. We sure hope to see you soon on the field, the court, the course, or in the pool! ATHLETICS at WCA
Parents may purchase the below-required items on their own and have them branded for WCA, or buy the items pre-branded in our Flynn O’Hara Store. WCA Online Store (Logo Included) https://flynnohara.com/shop/williamsburg-christian-academy-va015/ Personal purchase: Walmart/Target recommended. Please use the services of https://theembroideryconnection.com/ to place the WCA logo on the left chest of your child’s uniform shirts and sweatshirts that are purchased from a third-party vendor. Lower School: Kindergarten Students: No backless shoes; tennis shoes must be clean and in good repair and must be worn for PE. Solid color shirts Khaki/navy bottoms Eagle t-shirt must be purchased. Eagle T-shirts may be worn any day. Grades 1-5 Students: No backless shoes; tennis shoes must be clean and in good repair and must be worn for PE. Girls must wear shorts under jumpers or polo dresses for PE. Girls Options: Collared shirt colors: navy; gray; white; light yellow. Skirt/Pants: navy or gray polo dress; khaki skirt; khaki pants; khaki shorts; navy shorts; navy pants; navy skirt (no pants with exterior sewed pockets, e.g. cargo pants). WCA Jumper may be worn. Sweatshirt colors (must have WCA logo on them): navy or gray . Zip-up jackets: Solid color in the following color families: blue, yellow, black, grey, or white. No fluorescent colors. Accessories: belt worn with pants or shorts; socks with shoes. Eagle t-shirt must be purchased and can be worn on designated Eagle t-shirt days. Field trips and other special occasions will require this t-shirt. Hats or sunglasses are not permitted to be worn inside the classroom. Dyed hair must be natural in color (no greens, blues, purples, etc.). Boys Options: Collared shirt colors: navy; gray; white; light yellow. Pant options: khaki pants; khaki shorts, navy pants, navy shorts (no pants with exterior sewn pockets, e.g. cargo pants). Sweatshirt colors (must have WCA logo on them): navy or gray. Jackets: solid color in the following color families: blue, yellow, black, grey, or white. No fluorescent colors. Accessories: belt and socks must be worn. Eagle t-shirt must be purchased and can be worn on designated Eagle t-shirt days. Field trips and other special occasions will require this t-shirt. Hats or sunglasses are not permitted to be worn inside the classroom. Hair must be above eye and collar level. Dyed hair must be natural in color (no greens, blues, purples, etc). See reverse for Upper School Guide Rev June 2021
Upper School: The goal is that the students are modest and look nice, business casual. This sets the proper mindset for serious learning. All Students: Shirts: Collared shirt with designated school-day WCA logo in the following color options: navy, gray, white, light yellow Shirt must be tucked into pants or shorts Bottoms: Pants, shorts in khaki or navy No exterior sewn pockets ( e.g. cargo pants/shorts) Pants and shorts must have belt loops Shorts may be no shorter than 4 inches above the top of the knee Outerwear: Sweatshirt, sweater, fleece, or hoodie with designated school-day WCA logo in the following color options: navy or gray Collared shirt with designated school-day WCA logo must still be worn underneath Hoods may not be worn in the building at any time during the school day Coats and other non-WCA outerwear are not to be worn in the building at any time during the school day Accessories: belt and socks must be worn sunglasses are not to be worn in the building at any time during the school day hats are not to be worn in the building at any time during the school day Footwear: must have a back no flip-flops, Crocs, or slippers Hair: dyed hair must be natural in color (no greens, blues, purples, etc) Physical Education Classes: students must wear designated PE uniform purchased through Flynn O’Hara Supplemental Guidelines: For Girls: Bottoms: Skirts in khaki or navy may also be worn, skirts must be no shorter than 4\" above the knee. For Boys: Hair: hair must be out of the eyes and above the collar or secured above the collar We reserve the right to call the parent/guardian to bring an alternative outfit to school or send the student home to change clothes if they are an approved driver. Rev June 2021
Balanced YearCalendar
The Parents of WCA (PWCA) Committee is a partnership between Parents and a few staff members that come together to support our amazing Learning Facilitators with various events and activities throughout the year, such as: Coffee Cart Seasonal Mailbox Treats Fall Festival BoxTops Christmas Gift Cards for Learning Facilitators Fall Soup & Salad Lunch Christmas Carol Sing coffee bar & pastries Family Golf & Cornhole Event Christmas Float for the Williamsburg Parade January Back to School BBQ Lunch Family Academic Conference snacks & drinks State of the School Address Dinner Flowering of the Cross coffee bar & pastries Last Day of School Luau Volunteering in the classrooms as needed 2nd Sundays WCA Tent Fundraising events, such as: Golf Tournament, Clay Pigeon Shoot, Local Restaurant Spirit Nights, Silent Auction Gala In addition to all these events, we also run the in-house “Spirit Shop” which provides parents with an option to purchase gently used WCA uniforms at a great discount, as well as donation and consignment options for uniforms your kiddos have outgrown. Open to ALL Parents! No minimum level of commitment! We need your contribution of time and talent! PWCA Staff Contacts: Tracy Krebs, Pam Gibbons, Judy Henley PWCA Parent Contacts: Elffie LaChance, Deborah Giese
Ouradmissionsdepartmentlooksforwardtoworkingwithyouthroughouttheadmissionsand enrollmentprocess.OurprocessisstreamlinedtoprovideWCAwiththeinformationand documentsrequiredforanefficientenrollmenttimeline,andprovideyouwithaclearand straightforwardsequenceofstepstoeasilyandexpeditiouslyenrollyourchild. InquiryForm and Tour:Thefirstphaseoftheadmissionprocessinvolvesfilling outourProspectiveFamilyProfileForm.Uponsubmission,youwillbecontactedbyour admissionsdepartmenttosetupatourofourfacilityanddiscussnextsteps.Tourscan alsoincludeashadowdayforyourstudent.Theprofileformcanbefoundonlineat: https://admissions.williamsburgchristian.org/start-your-application/prospective-family-profile/ APPLICATION:Uponcompletionofthetour,theAdmissionDirectorwillemailyouthe linktocompleteouronlineapplicationandpaythe$150applicationprocessingfee.You willberequiredtosubmitthefollowingdocumentsforreview: RecordsReleaseForm FamilyStatement(A200-500wordstatementfromyourfamilystatingwhyyou arepursuingenrollmentforyourchildatWCA,andwhatanidealparent/student/ schoolpartnershipreflects.) StudentEssay(6th-12gradeapplicantsonly.Studentswillsubmita250-500wordessay addressingwhattheyfeelisarelevantissue/concernintoday’sworldandhowthey wouldaddresssuchanissue.) CopyofBirthCertificate CopyofmostrecentImmunizations SchoolEntrancePhysical(Kindergartenapplicantsonly) FamilyInterview:Onceallthepaperworkhasbeensubmitted,youwillbescheduled foraFamilyMeeting.TheFamilyMeetingisatimeforthefamilyandpotentialstudent(s) tomeetwiththeUpper/LowerSchoolDeanandtheDirectorofAdmissiontoreview documentssubmittedandhopefullyestablishthestartofafruitfulrelationship. Enrollment:Afteryourstudent(s)havebeenaccepted,youwillbeemailedalinkto completetheenrollmentprocess,whichwillincludedecidingonyourTuition PaymentPlan.(Note:Yourfirstpaymentonyourselectedpaymentplanmustbemadepriortoyour student’sfirstdayofschool.)
IB Middle Years Program Handbook 2022-2023
Johnny Graham, The IB Middle Years Program is Head of School a challenging framework that encourages students to make Note: As of the creation of this document, practical connections between WCA is still in the candidacy phase for their studies and the real world. MYP and has not been evaluated or approved for authorization at this time by IBO mission statement the International Baccalaureate Organization. The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments, and international organizations to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.
Williamsburg Christian Academy has woven its academic program into seven transdisciplinary pillars that are designed to challenge students intellectually and equip them with skills and self-adjustment tools that will last a lifetime: I. Developing A Christ-Centered Walk: At Williamsburg Christian Academy, students examine the teachings and life of Christ daily. In addition to daily biblical immersion, WCA’s faculty disciple students spiritually so that they represent the love of Christ in every aspect of their daily lives. Williamsburg Christian Academy’s student discipleship program includes instruction on how to read the Bible, cultivate a praise and worship rhythm to the Lord, and participate in daily prayer and group devotionals. Williamsburg Christian Academy guides young people to know and live scripture so that they may grow into evangelical ambassadors of the kingdom of Christ. Jesus says, in John 12:32, “And I, if I be lifted up from the earth, will draw all men unto me.” The remaining six pillars of Williamsburg Christian Academy’s academic program reflect the spirit of excellence defined in 2 Corinthians 8:7: “But as you excel in everything—in faith, in speech, in knowledge, and in all eagerness and in the love from us that is in you—make sure that you excel in this act of kindness too.” (New English Translation). The academic program vertically aligns under our Lord and Savior, Jesus Christ. By His grace, Williamsburg Christian Academy students grow to be knowledgeable, confident, reflective, aware, and compassionate servant-leaders of our world and its inhabitants. II. Communication: Every aspect of one’s life, young or old, demands effective communication. At Williamsburg Christian Academy, students cultivate written and verbal communication skills so that they may be able to thrive in any environment for the remainder of their lives. Christ’s example of master communication provides the structure for this vital life skill. Christ persuaded, corrected, inspired, rebuked, illustrated, questioned, and encouraged as a communicator. Students follow His style of communication through daily verbal and written practice. Whether through use of debate, research, class simulation, individual and group projects, or email etiquette lessons, Williamsburg Christian Academy students work to develop the skills they will need throughout their academic tenures and life. III. Stewardship: Christian stewardship extends to our neighbor, our environment, and all resources that the Lord has provided:
Stewardship of Humanity: In Mark 12:31, we are commanded to “love thy neighbor as thyself.” WCA’s service-learning program symbolizes Christ’s love for mankind. Stewardship of the Earth: Genesis 2:15 “The Lord God took the man and placed him in the orchard in Eden to care for it and maintain it.” Environmental Science and Sustainability electives promote care for our habitat. Stewardship of Finances and Resources: Proverbs 27:23-24 “Pay careful attention to the condition of your flocks, give careful attention to your herds, for riches do not last forever, nor does a crown last from generation to generation.” Hands-on financial literacy electives prepare students to live responsibly as adults. IV. Wellness: 1 Corinthians 3:16 “Do you not know that you are God’s temple and that God’s Spirit lives in you?” Mental and physical wellness is a key component to student academic success and service to the Lord. Wellness offerings include the performing arts, athletics, physical education, and nutrition life preparation electives. V. Respect: Romans 12:10 “Love one another with brotherly affection. Outdo one another in showing honor.” ESV. Honoring the dignity of every human being is a fundamental expectation of all members of the WCA community. Through the Code of Conduct defined in the Student-Parent Handbook, Williamsburg Christian Academy guides young people to honor God, respect individuals for their differences and backgrounds, and honor themselves with appropriate speech and actions. VI. Awareness: Awareness and reflection are among the most valuable academic and life skills that students will need throughout their lives. Williamsburg Christian Academy faculty emphasize academic approaches to learning, which are vital to scholarly achievement, alleviating stress, and overcoming adversity. In addition to assisting students achieve academic success, the above self-management tools also help students navigate life’s unexpected challenges. VII. Innovation through Inquiry: Inquiry is a foundation of academic excellence. Through inquiry and hands-on experiential application, Williamsburg Christian Academy students explore, research, pursue knowledge, and develop keen judgement. Once mentally stimulated through inquiry, innovation and academic risk-taking, students are equipped with the tools they will need to grow as twenty- first century problem solvers.
The International Baccalaureate Diploma Program was initiated in Geneva in 1969 to meet the educational needs of internationally mobile students in their final two college-preparatory years at school. The IB was developed with the purpose of unifying the best practices of different national education systems, facilitating geographical and cultural mobility and promoting international understanding through a shared educational experience. The International Baccalaureate Organization (IBO) now offers three programs of international education: the Diploma Program, the Middle Years Program (introduced in 1994) and the Primary Years Program (introduced in 1997). Through the IB continuum of programs schools have the opportunity to offer a continuous international educational experience from early childhood to school graduation. The Middle Years Program (MYP) is a five-year curriculum framework for grades 6-10 that encourages students to connect their studies to the real world. The MYP curriculum framework provides a broad and balanced education for students, preparing them for success in further study and life. The MYP aims to develop active learners and internationally-minded students who can empathize with others and pursue lives of purpose and meaning. The program empowers students to inquire into a wide range of issues and ideas of local, national, and global significance. The result is students who are creative, critical, and reflective thinkers. The program empowers students to inquire into a wide range of issues and ideas of significance locally, nationally and globally. The result is young people who are creative, critical and reflective thinkers. Students in the MYP will learn by doing, connect classroom studies to the larger world, build confidence in managing their own learning, and develop an understanding of global challenges and a commitment to act as responsible citizens. Like all programs at Williamsburg Christian Academy, the MYP challenges students to build skills and pursue practical application of academics in life while addressing a broad range of content and contexts through a spiritual lens put into focus by Jesus’ teachings.
Mission Statement of Faith Core Values Williamsburg Christian We believe in God the • The pre-eminence of Academy’s mission is to Father, Maker of heaven and Jesus Christ and His provide college preparatory earth, and in Jesus Christ, instruction in a culture of His only begotten Son, our word (Colossians 1:15- grace through personalized Lord; who was conceived by 17; II Timothy 3:16) learning in academics, arts, the Holy Spirit, born of the and athletics while building Virgin Mary; was crucified, • The continuous pursuit relationships that inspire dead and buried, and on the of academic excellence students to serve their third day was resurrected. He (II Timothy 2:15) community and become ascended into heaven and Christ-centered leaders. sits at the right hand of God • Training the mind and the Father, and will return to transforming the heart Vision judge the living and the to reflect Jesus Christ dead. We believe in the Holy (Rom. 12:2; Eph. 4:23- The vision of Williamsburg Spirit. We believe in the 24) Christian Academy is to Christian church: the partner with parents and the communion of saints, the • Learning facilitators community to inspire minds forgiveness of sins, the who clearly to inquiry through God’s resurrection of the body, and demonstrate a wisdom, hearts to eternal life. (Taken from the commitment to Jesus compassion in God’s service, Apostles’ Creed) Christ (Eph. 4:1; Eph. and lives to Christ in leadership. 5:1- 2) • Commitment to prayer (I Thess. 5:16-18; Eph. 6:18) • The joy and responsibility of giving and serving others (II Cor. 8:7, II Cor. 9:7-8) • • Supporting families and rearing godly children (Deuteronomy 6:5-8; Deuteronomy 11:18- 20) • Unity within the school family (I Peter 3:8) • • Personal responsibility in all areas of life (Philippians 1:9-11; Hebrews 13:18)
Williamsburg Christian Academy was founded and functions upon the fundamental principles of the Word of God, and it espouses the historic Christian view of life as presented in the Bible. The following statements of Biblical beliefs and practice are common to every Williamsburg Christian Academy employee. They are understood by all school families to be the foundational beliefs of the Williamsburg Christian Academy community. We all agree to submit to the Scriptures as the final authority in being a part of the WCA community. The belief that the Scriptures, both Old and New Testaments, are the inspired Word of God, a complete revelation of God’s love and will for the salvation of men, and the supreme and final authority in all matters of faith and life. (II Tim. 3:15-17; II Pet. 1:20-21; I Thess.2:13) The belief in one sovereign God, Creator of all things, eternally existing in three persons: Father, Son, and Holy Spirit. We believe God is perfect in holiness, infinite wisdom, unbounded in power, and measureless in love. (Matt. 28:19; I Pet. 1:2; II Cor. 13:14) The belief that Jesus Christ is the Son of God, that He was eternally pre-existent as God, and that He took on Himself the nature of man through the virgin birth as to be true God and true man. We believe in His sinless life, His death on the cross as a sacrifice for our sins, His bodily resurrection, His ascension into heaven, His high priestly intercession, and His coming personal return in power and glory. (Luke 1:26- 35; John 1:14-18; Is. 7:14; Phil. 2:5-11; Heb. 2:17, 4:15; I John 4:10; Rom. 3:24-25; I Cor. 15:1-4, 20; Acts 1:9-11; Heb. 7:25; II Thess. 1:7) The belief that the Holy Spirit is eternal with the Father and the Son. We believe that the ministry of the Holy Spirit is to glorify the Lord Jesus Christ, to convict men of sin, righteousness, and judgment, to regenerate the believing sinner, and to indwell, guide, instruct and empower the believer for Godly living and service. (Heb. 9:14; John 16:13-14, 16:7-8, 3:5- 8, 6:63; Titus 3:5; I Cor. 6:19; Rom. 8:14, 8:2) The belief that God created man in His image for the purpose of fellowship with Him, but that mankind through disobedience became subject to spiritual and physical death. We believe that all human beings, with the exception of Jesus Christ, are sinners by nature and practice, and except for the redemption provided through Jesus Christ, are eternally lost. (Gen. 1:27; Rom. 5:12-19, 6:23)
The belief that God the Father is the source of eternal salvation, having loved the world and given His only Son, Jesus Christ, for its redemption. We believe that there is no other name under heaven by which fallen man can be saved, but the name of Jesus. (Heb. 5:9; John 3:16- 17; Acts 4:12) The belief that Jesus Christ died for our sins as a representative and substitutionary sacrifice and that all who personally believe in Him are justified, not by any works of righteousness, which they have done, but by His perfect righteousness and redeeming blood. We believe that all who receive the Lord Jesus Christ by faith are born again and thus become children of God. (Rom. 3:23-28, 5:8-11; Eph. 2:8-9; Titus 3:4-5; John 3:3, 1:12-13) The belief that there will be a bodily resurrection of all the dead, of believers to a judgment of rewards and everlasting joy and fellowship with the Lord, and of unbelievers to a judgment of everlasting punishment and separation from the presence of God. (Matt. 6:20; John 5:28-29; Acts 24:15; Rom. 14:10-12; I Cor. 3:9-15, 15:21- 24; II Cor. 5:10; Rev. 20:11-13) The belief that all who have been saved through faith in Jesus Christ are joined together in one great fellowship of believers, the church universal, which is His body, of which He Himself is the Head. (Eph. 1:22-23; 4:11-16; Titus 3:5) We believe that marriage is an institution created by God between one man and one woman. (Genesis 2:23-24; Matthew 19:4-6). Marriage reflects Christ’s relationship with His bride the Church. (Ephesians 5:22-32). God designed sexual intimacy exclusively for the marriage relationship and thus, all sexual activity outside of marriage Williamsburg Christian Academy will maintain a non-negotiable commitment to its Core Values. FOUNDATIONAL CONSTRUCTS Page | 10 is sinful and dishonors God. (Genesis 1:27, 2:24; 1 Thessalonians 4:3-8; Hebrews 13:4; Romans 1:18-32; 1 Corinthians 6:9-20) We believe that God created male and female in his image. Due to sin and human brokenness in this world, one’s experience of their sex and/or gender is not always as God originally designed, however, we do not agree with any attempt to alter one’s birth sex or gender created by God. (Genesis 1:27; Genesis 2:18-24; Deuteronomy 22:5; Romans 1:26-29; Romans 12:1- 2; 1 Thess.4:1-8)
We believe in God’s view of truth and man as presented in the Bible. Man is born a sinner but is drawn by God’s grace to receive Jesus as the sacrifice for his sin and to live in relationship with God as His child. The purpose of Christian education is to: • Teach Biblical truth and to present all subject matter from a Biblical worldview. • Develop each student as a whole person (spiritually, mentally, physically and socially) so that each student may assume his or her God-prepared role in a home, a church and in society. • Provide an atmosphere in which Christian learning facilitators model a mature Christian lifestyle. • Partner with the parents and the churches of our students in the educational process, realizing that parents are responsible for the total education and training of their children. • Develop Christian citizens who can graciously transform culture for eternal good. • Equip students to use technology responsibly and for its greatest academic advantage for effectiveness in the workplace. The goals of Christian education at Williamsburg Christian Academy include: 1. The spiritual and moral growth of students: • Present the Christian faith in hopes that students will accept Jesus Christ as their Lord and Savior. • Encourage students to deepen their prayer life and time in reading the Bible to apply God’s love, truth, and grace to their lives. • As students develop the mind of Christ, help them gain a comprehensive Biblical worldview of themselves and the world in which they live. • Encourage students to develop a deepening personal relationship with Christ and the confidence to share His love. 2. Personal and social development of students: • Encourage students to see themselves as unique individuals created in the image of God. • Encourage students to love and respect others as God’s creations. • Encourage students to develop an attitude of serving others. • Help students develop skills necessary for developing and maintaining future relationships in all areas of life including marriage, family, and career. • Help students develop healthy physical habits and understand that their bodies are temples of God. 3. Academic development of students: • Ensure students develop exceptional academic skills in oral and written communication, math, science, technology, social studies and the visual and performing arts. • Ensure students develop effective study and research skills. • Ensure students develop critical thinking skills, using God’s truth as the filter through which they view the world. 4. Joint cooperation between student’s home and school: • Establish coordination between each student’s parents and learning facilitators to enhance Christ- centered teaching at both the home and the school. • Help families maintain Christian homes in the midst of constant cultural change. • Encourage each student, family, and staff member to support the school’s mission statement through participation in a local church.
Research shows that students participating in the MYP: build confidence in managing their own learning learn by doing, connecting the classroom to the larger world outperform non-IB students in critical academic skills consistently have greater success in IB Diploma Program examinations thrive in positive school cultures where they are engaged and motivated to excel develop an understanding of global challenges and a commitment to act as responsible citizens The MYP curriculum framework comprises eight subject groups, providing a broad and balanced education for students. The MYP requires at least 50 hours of teaching time for each subject group, in each year of the program. In the final two years of the program, carefully defined subject group flexibility allows students to meet state graduation requirements and personal learning goals. Global Contexts Students are intrinsically motivated to learn when the content and skills they are developing are connected to a real- world context. The MYP has identified six global contexts within which students learn, develop skills and explore. Each global context opens the door for students to explore and pursue their own lines of inquiry based on their personal interests, ideas and questions. This key facet of the MYP curriculum engages students’ skills authentically and valuably.
Key & Related Concepts Within this framework, students examine and analyze relationships among commonalities occurring in the world around them. The MYP identifies these patterns, occurrences, and systems as Key Concepts and Related Concepts. Each subject group is assigned (but not limited to) many broad concepts to be explored and engaged by students throughout their time in the program. These concepts have been identified by experts in each field, ensuring students are interacting with meaningful content. Language Acquisition - MYP language acquisition is a compulsory component of the MYP in every year of the program. Language Acquisition paired with contextualized learning develops international-mindedness in students as they become global citizens in an increasingly connected world. Language and Literature - As MYP students interact with a range of texts, they generate insight into moral, social, economic, political, cultural, and environmental domains. They continually grow in their abilities to form opinions, make decisions, and reason ethically—all key attributes of an IB learner. Individuals and Societies - The subject encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological, and cultural factors that have an impact on individuals, societies and environments. Sciences - Scientific inquiry fosters critical and creative thinking about research and design, as well as the identification of assumptions and alternative explanations. Through MYP sciences, students will learn to appreciate and respect the ideas of
others, gain good ethical-reasoning skills, and further develop their sense of responsibility as members of local and global communities. Mathematics - MYP mathematics aims to equip all students with the knowledge, understanding and intellectual capabilities to address further courses in mathematics, as well as to prepare those students who will use mathematics in their studies, workplaces, and everyday life. Mathematics provides an important foundation for the study of sciences, engineering, and technology, as well as a variety of applications in other fields. Arts - Arts stimulate young imaginations, challenge perceptions, and develop creative and analytical skills. Involvement in the arts encourages students to understand the arts in context and the cultural histories of artworks, supporting the development of an inquiring and empathetic world view. Arts challenge and enrich personal identity and build awareness of the aesthetic in a real-world context. In MYP years 1 to 3, arts course structures include a minimum of one visual arts discipline and one performing arts discipline followed by a choice of disciplines in years 4 and 5 of the program. Physical and Health Education - Physical and health education courses foster the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. Through opportunities for active learning, courses in this subject group embody and promote the holistic nature of well-being. Through physical and health education, students can learn to appreciate and respect the ideas of others, and develop effective collaboration and communication skills. This subject area also offers many opportunities to build positive interpersonal relationships that can help students to develop a sense of social responsibility Design - MYP uses the design cycle as a way to structure: inquiry and analysis of design problems, development and creation of feasible solutions and testing and evaluation of students’ models, prototypes, products or systems. At WCA, Design is an integral part of our Bible curriculum in grades 6-10 wherein students engage their creative thinking, research and problem solving skills to design a meaningful product.
A unifying thread throughout all MYP subject groups, approaches to learning (ATL) provide the foundation for independent learning and encourage the application of their knowledge and skills in unfamiliar contexts. Developing and applying these social, thinking, research, communication and self-management skills helps students learn how to learn. Each Wednesday, students participate in a compulsory hour of ATL Skills instruction and are exposed to valuable lessons and practices that extend beyond the classroom and school environment. These sessions prepare students for success in school, employment and life through meaningful activities, informational sessions and opportunities for self-reflection.
Action and service have always been shared values of the IB and WCA communities. Through Service As Action activities, students take action when they apply what they are learning in the classroom and beyond. IB learners strive to be caring members of the community who demonstrate a commitment to service—making a positive difference to the lives of others and to the environment. Service of others is a compulsory component of student life and academics at WCA. A part of our mission is to develop students who model the servanthood nature of Jesus as they pursue a Christ-centered walk. Service As Action is introduced and partially facilitated during weekly ATL Skills instructional time. During these sessions, students will be equipped and guided but are ultimately responsible for initiating, committing to, completing, and reflecting upon their activities independently. In each year of the program, students in grade 6-10 are required to meet a minimum number of service activities. More information regarding these grade-level requirements can be found in the Service As Action Handbook. The MYP Personal Project encourages students in grade 10 to reflect on their learning and the outcomes of their work – key skills that prepare them for success in further study, the workplace and the community. Schools register all MYP grade 10 students for external moderation of the personal project, promoting a global standard of quality. The Personal Project is student-centered and enables students to engage in practical explorations through a cycle of inquiry, action, and reflection. The Personal Project is introduced to students at the end of grade 9 and at the beginning of grade 10 to provide ample support and time for completion.
Aims of the MYP Personal Project The aims of the Personal Project are to encourage and enable students to: participate in a sustained, self-directed inquiry within a global context generate creative new insights and develop deeper understandings through in-depth investigation demonstrate the skills, attitudes and knowledge required to complete a project over an extended period of time communicate effectively in a variety of situations demonstrate responsible action through, or as a result of, learning appreciate the process of learning and take pride in their accomplishments What Students Learn Through The Personal Project MYP projects involve students in a wide range of activities to extend their knowledge and understanding and to develop their skills and attitudes. These student-planned learning activities include: deciding what they want to learn about, identifying what they already know, and discovering what they will need to know to complete the project creating proposals or criteria for their project, planning their time and materials, and recording developments of the project making decisions, developing understanding and solving problems, communicating with their supervisor and others, and creating a product or developing an outcome evaluating the product/outcome and reflecting on their project and their learning. As students become involved in the self-initiated and self-directed learning process, they will find it easier to construct in-depth knowledge on their topic, and develop an understanding of themselves as learners. More information about the Personal Project is available in the Personal Project Handbook.
Assessment in the MYP comprises formative and summative Demonstrations of Learning (DOL’s) that inform both Learning Facilitators and students throughout the learning process. Formative tasks are meaningful and directly informed by and connected to a unit of inquiry. Formative tasks prepare students for the end-of-unit summative DOL’s during which students demonstrate what they have learned over the course of the unit. In the MYP, summative DOL’s are criterion-based and take place within the context of units of inquiry. They comprise the end tasks and underscore the primary, overarching goals of each unit. Summative DOL’s are created based on a compulsory framework and subject-specific criteria. WCA Learning Facilitators aim to design assessment tasks that are authentic, learner- centered and inquiry-based so that students can apply their knowledge and skills to real-life situations. Assessment Strategies Learning Facilitators use a variety of strategies for assessing student learning. Using a variety of the strategies below allow students to demonstrate their learning in unique and authentic ways. It allows Learning Facilitators to individualize instruction and foster intrinsic student motivation. Observation is a useful strategy for assessing student und-erstanding and learning. Learning Facilitators can observe the whole class as well as individual students. Selected Response is used on many formative and summative tasks during a unit. It can be used on quizzes, pre-assessments and even end-of-semester exams. Learning Facilitators ask general or specific questions to determine student understanding. This strategy allows for immediate feedback and often provides a comprehensive view of a student’s learning. Open-ended tasks present students with a prompt and allow them to communicate their understanding through an original response. This strategy could take the form of a pre- assessment activity, a discussion, a writing task, a creative task or a presentation. Performance tasks provide students the opportunity to demonstrate the knowledge, skills and understandings they have achieved in relation to the identified learning objectives within a subject group or unit. Process journals facilitate student response, creativity and reflection, which are all crucial parts of the learning process. The use of a Process Journal is required in some areas of the MYP such as the Personal Project and the Arts but is also encouraged in all subject areas to facilitate reflection. These journals allow students to actively engage in their own learning and aid students’ understanding.
Portfolios provide a means for students and Learning Facilitators to compile evidence of learning achievements. Portfolios require students to reflect on their learning as they choose pieces of evidence that demonstrate their level of knowledge, skill and understanding. Criteria Each subject group identifies four criteria to be demonstrated and assessed at least twice each school year. Rubrics detail specific skills to be achieved and assessed each year. They enable students to take ownership of their learning and allow Learning Facilitators to standardize achievement levels while customizing expectations to match each task. The table below details the four identified criteria for each subject group. Summative DOL’s with tasks defined by subject-specific criteria are graded on a 0-8 scale. This scale is converted into a percentage that reflects a student’s achievement level based on the assessed criteria. Subject Criterion A Criterion B Criterion C Criterion D Language & Analyzing Organizing Producing Text Using Language Literature Individuals & Knowing & Investigating Communicating Thanking Critically Societies understanding Language Listening Reading Speaking Writing Acquisition Mathematics Knowing & Investigating Communicating Applying Mathematics understanding Patterns in Real-Life Contexts Arts Knowing & Developing Skills Thinking Creatively Responding understanding Sciences Knowing & Inquiring & designing Processing & Reflecting on the understanding evaluating Impacts of Science Physical & Health Knowing & Planning for Applying & Reflecting & Improving Education understanding Performance performing Performance Design Inquiring & Developing Ideas Creating the Solution Evaluating analyzing
Authentic Assessment To provide assessed tasks that are meaningful and consistently authentic, Learning Facilitators utilize a unique framework to craft each summative DOL. Following the GRASPS assessment framework below assures that each summative task is relevant to real-world scenarios that transcend the four walls of a classroom. By using this framework, not only are students’ academic experiences enriched, but they are also given experiences that mimic and prepare them for life in the working and post- secondary sectors. Students are easily able to connect their learning to the work around them in tangible ways. Reporting of Grades WCA families receive comprehensive course grades at the end of each semester. Grades are reported on a 10-point percentage scale. (90-100 = A; 80- 89 = B; 70-79 = C; 60-69 = D; 50- 59 = F) IB e-Assessment Students in grade 10 who pursue the MYP certificate will participate in IB eAssessments consisting of on-screen examinations for some subject groups and ePortfolios for others. Successful completion of these examinations and compilations of student achievement are required to obtain the MYP certificate of completion. MYP eAssessment is purposely designed to reflect the flexible curriculum framework in the MYP. Its flexible nature means it effectively suits the wide variety of school contexts globally.
As an assessment for learning tool, it informs a student’s next steps in their education journey, builds their ability to apply their thinking to new situations, stimulates their learning of skills, and matches the three types of performances that suit a 21st century adolescent mind: milestone performance (Personal Project), assisted performance (ePortfolio), and individual performance (On-screen Assessment). As an assessment of learning tool, it functions as a summative assessment to complete a middle years career with externally IB validated results. This is executed through a series of world-leading, innovative, digital assessments that both ensure a high standard of academically rigor, and inform learning, teaching and creative teacher professionalism. Registration for MYP eAssessment is highly flexible: it can differ between candidates from a single subject, a variety of subjects or the full MYP certificate. To meet the individual needs of our students, eAssessments will be organized in association with the MYP Coordinator and the Upper School Dean. Statement of Philosophy Williamsburg Christian Academy strives to provide a challenging, supportive educational experience for all students. We are committed to ensuring that all students have the knowledge, skills, and confidence they need to succeed and that they are provided with the learning opportunities and support required to do so. All students enrolled at WCA are given the opportunity to participate in the IB Primary Years, Middle Years, Diploma Programs to the fullest extent possible. Tailoring our curriculum and teaching to meet the individual needs of our students is essential. A Personalized Education Plan (PEP) is developed for each student enrolled at WCA who qualifies for learning support services due to specific learning disabilities or diagnoses impacting their ability to access curriculum. Students and staff adhere to certain principles to support students in their efforts, including the following: • We believe all students can learn and have a right to a holistic and inclusive education in a caring and stimulating environment. • We place great emphasis on the responsibilities of our entire school community to be aware of and provide for students with individualized learning support. • We believe all students will participate in their learning to the best of their ability. • We view a student's education as a partnership between the student, the parent(s)/guardian(s), and the school.
Documentation Learning Support Services Students Students who qualify for learning support services will have a Personalized Education Plan (PEP) that is developed by the Director of Learning Support and is reviewed each year. Each of the student’s learning facilitators are responsible for ensuring the accommodations and modifications on the student's PEP are followed. Section 504 Accommodations A student may be eligible for a Section 504 Accommodation Plan if they have a diagnosed condition that limits their ability to be successful in school without accommodations. The 504 Plan is developed and managed through a partnership with the public school system in which the student resides and the Director of Learning Support at WCA. The plan is reviewed each year. Each of the student’s learning facilitators are responsible for ensuring the accommodations on the student’s 504 Plan are followed. When students who have a PEP or 504 Plan register for IB exams, the IB Diploma Program Coordinator will work with the Director of Learning Support and family to determine if accommodations should occur for internal or external assessments. When appropriate, the Director of Learning Support will submit the required paperwork requesting accommodations for assessments according to the protocols established by the IB. Common Practices Learning Facilitators Classroom learning facilitators adapt their instruction to suit individual educational needs. Learning Support Services staff will collaborate with classroom learning facilitators to address individual students’ needs for success. Classroom learning facilitators work with the Director of Learning Support and/or Learning Support Services staff to structure supports and accommodations as identified in a student’s PEP. Examples of modifications and accommodations may include, but are not limited to: Provide a student with extra time to complete a test or use technology to assist them in a task. Reduce the length of a task.
Allow students to demonstrate their knowledge and understanding in an alternative way. Participate in an alternative environment such as a small group. Differentiate instruction to meet the needs of all students in the classroom. Classroom learning facilitators will consult with the Director of Learning Support when they are unsure of the best way to modify a task to support a student's success without changing the core essence of the task. Students Williamsburg Christian students should: Work in conjunction with learning facilitators to advocate for their needs as identified in the PEP. Drive to participate in all units of study in the IB curriculum to the best of their ability. Use the IB Learner Profile attributes to achieve success in school. Parents/Guardians Williamsburg Christian parent(s)/guardian(s) should: Work with classroom learning facilitators and support staff to reinforce learning at home. Attend family conferences. Attend PEP meetings. Assessment Students with a PEP will be assessed according to the modifications and accommodations identified in their plan. When classroom learning facilitators are unsure how to modify their approach to assessment, they should consult the Director of Learning Support. Modifications to assessment may include, but are not limited to: Determining the student’s grade based on participation, work completion, effort, or progress toward goals Use of a modified rubric Extra time Small group/individual testing Professional Development Professional Development related to IB Standards and Practices, differentiation, and meeting the needs of students with special needs is available to all learning facilitators at Williamsburg Christian Academy. The Director of Learning Support and all Learning Support Services staff will be included in school and IB professional development. All learning facilitators will continue to develop their skills with strategies for supporting the needs of all students. IB Program Coordinators will support collaboration between Learning Support Services staff and classroom learning facilitators.
IB Program Coordinators will maintain a record of Williamsburg Christian Academy educators who have participated in IB training and IB-related professional development and make training and professional development available to all learning facilitators. Ongoing Review The inclusion policy will be reviewed regularly to ensure the document reflects the needs and desires of our school. Williamsburg Christian Academy has a regular schedule to review IB policies on a rotating basis. Communicating the Policy The policy will be placed on the Williamsburg Christian Academy website and can be made available on paper to families at family conferences. The policy will also be sent home each year to families of all students with a PEP. Williamsburg Christian Academy’s policy on academic honesty has been developed utilizing various resources (as provided by IB) and considering input from a variety of stakeholders (learning facilitators, administration, parents, board members). This policy will provide specific details as to how WCA will support students’ understanding of how to ensure their work is authentic, includes appropriate citations and references, what constitutes academic misconduct and the consequences which may be employed if a student violates this policy. Plagiarism, as one example of academic misconduct, is recognized worldwide as a serious academic offense. Ignorance of the working definition of plagiarism is not a valid excuse for lapses and does not prevent a penalty from being applied to work submitted as original. With that being said, Williamsburg Christian Academy’s learning facilitators and staff will continually provide students with opportunities to learn how to avoid instances of academic misconduct. The goals throughout a student’s educational experience at WCA concerning academic honesty are to: Educate students regarding what constitutes plagiarism, collusion, and/or other types of malpractice. Support students’ learning of how to effectively cite and reference sources. Ensure student awareness of behaviors that are responsible and ethical. Hold students accountable for academic honesty in all work they prepare while positively supporting the continued learning process concerning academic honesty best practices. WCA students are required to act responsibly and ethically throughout their years, as outlined below and provided in more detail through the IB Academic Honesty Policy Handbook. At the
beginning of the school year, or immediately after a student who is accepted after the school year has started, students will review WCA’s policy on academic honesty with a learning facilitator from the Humanities department to ensure that students understand the relevant expectations and practices. This policy will also be available on WCA’s website and included in the Admissions Packet given to prospective families. The students, faculty and staff of WCA are responsible: To act in a responsible and ethical manner at all times, creating their own work and documenting necessary citations and references when required To understand what constitutes malpractice/academic misconduct. To refrain from engaging in said practice, defined by IB as any behavior that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more assessment components, including: • Plagiarism, which is the representation of the ideas or work of another person as the candidate’s own. • Collusion, which is knowingly supporting the malpractice activities of another candidate, as in allowing one’s work to be copied or submitted for assessment by another. • Duplication of work, which is the presentation of the same work for different assessment components and/or Diploma Program requirements. • Other misconduct during an IB examination session, including taking unauthorized material into an examination, participating in behavior that disrupts or distracts other candidates or communicating with another candidate. In addition to WCA learning facilitators educating students about how to effectively cite and reference quality relevant sources in their work (across all content areas), WCA has invested in the “Turnitin” program. This resource will help students develop their citation and referencing skills and provide them with an objective tool to ensure that their work is authentic and does not inappropriately include information from other sources. Additionally, this tool will allow learning facilitators to review a student’s work in a timely manner to ensure that it does not violate the academic integrity policy.
If a student submits questionable work that may constitute academic misconduct, though, the learning facilitator will immediately notify the Division principal. The principal will then organize a meeting with the student, the student’s parent(s) and/or guardian(s), and the learning facilitator to investigate the work in question. If it is determined that the student has engaged in a form of academic misconduct (as stated above), the student will receive a “0” (zero) on the assignment until such time as he/she resubmits the work by a deadline determined by the learning facilitator (in conjunction with the principal). However, a student who resubmits work will be able to earn, at most, a grade of 70%. If a student is found to have engaged in multiple instances of academic misconduct, additional penalties, including separation from the school, will be considered. This process and potential consequences are in addition to any investigation and penalties that IB may consider and apply after becoming aware of any instance of academic misconduct. These penalties may include a zero for the work or a course and the inability, therefore, to receive an IB Diploma.
MYP Support works closely with the Head of School and IB MYP Coordinator. He/she helps them manage their workload and to make the best use of their time by providing academic and administrative support to learning facilitators, students and parents. The MYP Support Coordinator works closely with all MYP students and parents to help them make the best academic and personal decisions. Middle Years Program support staff work with students to discuss all factors that could be impacting their education and offering assistance on topics such as conflict resolution and study techniques. MYP Coordinator: Chelsea Meisinger Email: [email protected]
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Page 2 of 8 WCA Tuition and Fees Schedule and Policies: Operating fund tuition and fees are funds that patrons are required to pay for students to participate in the educational process or extracurricular activities sponsored by Williamsburg Christian Academy (WCA). Tuition, fees, or any other required payments are not considered donations, and no contribution recognition statements will be issued for such financial obligations. Annual Processing Fee An annual fee (non-refundable) of $150 per student must be paid upon submitting the completed enrollment and re-enrollment application. This fee is used for the yearly administrative processing of records for the student’s enrollment and re-enrollment. Registration Fee Upon a NEW student’s acceptance to WCA, a one-time (non-refundable) $300 Registration Fee per student is required to secure enrollment. This fee is used for the administrative processing of records and information gathering to determine the student’s eligibility for enrollment and placement. This fee applies only to NEW students for the full registration process and admissions testing (if required). If admissions testing is required, the testing fee is an additional $200. New Family Fee A NEW Family Fee is charged per family upon enrollment into our K-12 program. Throughout our history, many families have invested in our physical campus. A one-time (non-refundable) New Family Fee of $500 is assessed to new families to participate in ongoing campus improvements specifically. The campus improvements keep our campus functional and attractive. This fee is non-refundable and due upon enrollment. Under hardship circumstances, this fee may be paid throughout your student’s first school year of attendance (As per your chosen payment option). Annual Academic and Activities Fee The AAAF is charged annually for each student based on their grade level [Grades K-5 - $950; Grades 6 8 - $1,600; Grades 9-12 - $1,975]. WCA encourages every student to participate in extracurricular activities to help them develop their God-given gifts and talents to their fullest potential. The AAAF is non-refundable and due upon enrollment. Under hardship circumstances, this fee may be paid throughout your student’s school year of attendance (As per your chosen payment option). The Academic and Activities Fee is used to provide funds for expenses, such as; ● Classroom costs for instructional materials and teacher supplies to ensure we can offer a quality learning environment for each student. Updated 12/14//2021
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