DigitalAdmissions Information Package
SummaryofContents OurSevenGuidingPillars......................................................... 3 PortraitofaWCAGraduate..................................................... 4 WCALearnerProfile.................................................................5 TheDiplomaProgram(DP)atWCA......................................... 6 PerformingArtsatWCA.......................................................... 8 ServiceLearningatWCA.......................................................... 10 AthleticsatWCA..................................................................... 11 WCADressCode..................................................................... 12 OurBalancedYearCalendar......................................................14 ParentsofWCA(PWCA)......................................................... 15 AdmissionsChecklist............................................................... 16 WCADPHandbook................................................................ 17 TuitionFeeScheduleandPolicies.............................................. 51 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).
TheDiplomaProgram
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 Diploma Program Handbook 2021-2023
Johnny Graham, INTERNATIONAL Head of School BACCALAUREATE Page | 1 DIPLOMA PROGRAM The IB Diploma Program is a rigorous two-year course of study which meets the needs of highly motivated and academically oriented upper secondary school students. IBO mission statement 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.
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WCA’s Seven Pillars 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: Page | 3
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. Page | 4
BACKGROUND OF THE INTERNATIONAL BACCALAUREATE 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 IB Diploma program is a rigorous two-year course of study, which meets the needs of highly motivated and academically oriented secondary students. The diploma is accepted worldwide as a high-quality pre-university qualification and universities rightly perceive that a student who has completed the requirements of the IB diploma is well prepared for the demands of higher education. The IB Diploma program offers breadth of study through the range of subjects studied, the unifying nature of the Theory of Knowledge program and the holistic nature of the Creativity, Action and Service program. Depth of study is provided through the study of three subjects at the Higher Level and the Extended Essay. WCA MISSION AND PHILOSOPHY Page | 5
Mission, Vision, Statement of Faith and Core Values 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, word (Colossians 1:15- instruction in a culture of His only begotten Son, our 17; II Timothy 3:16) grace through personalized Lord; who was conceived by learning in academics, arts, the Holy Spirit, born of the • The continuous pursuit and athletics while building Virgin Mary; was crucified, of academic excellence relationships that inspire dead and buried, and on the (II Timothy 2:15) students to serve their third day was resurrected. He community and become ascended into heaven and • Training the mind and Christ-centered leaders. sits at the right hand of God transforming the heart the Father, and will return to to reflect Jesus Christ Vision judge the living and the (Rom. 12:2; Eph. 4:23- dead. We believe in the Holy 24) The vision of Williamsburg Spirit. We believe in the Christian Academy is to Christian church: the • Teachers who clearly partner with parents and the communion of saints, the demonstrate a community to inspire minds forgiveness of sins, the commitment to Jesus to inquiry through God’s resurrection of the body, and Christ (Eph. 4:1; Eph. wisdom, hearts to eternal life. (Taken from the 5:1- 2) compassion in God’s service, Apostles’ Creed) and lives to Christ in • Commitment to prayer leadership. (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) Page | 6
Biblical Beliefs 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 Page | 7
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) Philosophy of Education Page | 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 teachers 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 teachers 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. Page | 9
Strategic Plan Page | 10
The IB Diploma Model Page | 11
THE CORE ELEMENTS In addition to the subject requirements, the IB Diploma program includes three fundamental features that contribute to its strength and success: Theory of Knowledge (TOK), the Extended Essay and Creativity, Action Service (CAS). Through their involvement in these components of the course students develop skills which set them apart from other students when they progress to university or college. The student who satisfies the demands of the International Baccalaureate diploma demonstrates a strong commitment to learning, both in terms of the mastery of subject content and in the development of skills and discipline necessary for success in a competitive world. Theory of Knowledge (TOK) The TOK course, a flagship element in the Diploma Program, encourages critical thinking about knowledge itself, to try to help young people make sense of what they encounter. Its core content is questions like these: What counts as knowledge? How does it grow? What are its limits? Who owns knowledge? What is the value of knowledge? What are the implications of having, or not having, knowledge? At the center of the course is the student as knower. Students entering the Diploma Program typically have 16 years of life experience and more than 10 years of formal education behind them. They have accumulated a vast amount of knowledge, beliefs and opinions from academic disciplines and their lives outside the classroom. In TOK they have the opportunity to step back from this relentless acquisition of new knowledge, in order to consider knowledge issues. The course encourages students to share ideas with others and to listen to and learn from what others think. In this process students’ thinking and their understanding of knowledge as a human construction are shaped, enriched and deepened. Connections may be made between knowledge encountered in different Diploma Program subjects, in CAS experience or in extended essay research. Page | 12
The Extended Essay (EE) The extended essay is an in-depth study of a focused topic chosen from the list of approved Diploma Program subjects - normally one of the student’s six chosen subjects for the IB diploma. It is intended to promote high-level research and writing skills, intellectual discovery and creativity. It provides students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor (a teacher in the school). This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen. Completion of the written essay is followed by a short, concluding interview or viva voce, with the supervisor. Creativity, Action, Service (CAS) Creativity, action, service is at the heart of the Diploma Program and is given great value at WCA, where we provide an extensive program of global citizenship and community service opportunities. CAS involves students in a range of activities alongside their academic studies throughout the Diploma Program. The three strands of CAS, which are often interwoven with particular activities, are characterized as follows: Creativity: arts, and other experiences that involve creative thinking. Action: physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the Diploma Program. Service: an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected. All proposed CAS activities need to meet these four criteria: • real, purposeful activities, with significant outcomes • tasks must provide personal challenge and be achievable in scope • thoughtful consideration, planning, reviewing progress, reporting • reflection on outcomes and personal learning. It is also essential that CAS activities do not replicate other parts of the student’s Diploma Program work. Successful completion of CAS is a requirement for the award of the IB diploma. CAS is not formally assessed but students need to document their activities and provide evidence that they have achieved eight key learning outcomes. Page | 13
THE IB DIPLOMA PROGRAM SUBJECT GROUPS Students take subjects either at the Higher Level (HL) or at Standard Level (SL). Generally, subjects studied at higher level will reflect the student’s area of interest and specialization and will be covered in greater depth and breadth than subjects studied at standard level. The subject groups are organized as follows: GROUP 1- Studies in Language and Literature; GROUP 2- Language Acquisition; GROUP 3- Individuals and Societies; GROUP 4- Sciences; GROUP 5- Mathematics; GROUP 6- The Arts. Students on the IB Diploma Program take six subjects, normally with three at the higher level and three at standard level. Students must make one choice from each of Groups 1, 3, 4, 5 together with a language from Group 2, and either a subject from Group 6 or a second choice from Groups 1 to 4 – these options are shown with a numerical index. Students on Diploma Program Courses choose six subjects, normally with three at HL and three at SL. WCA course offerings are subject to change and the courses on offer for each year are provided in a separate document: DP Course Offerings. Page | 14
THE SUBJECTS GROUP 1 Studies in Language and Literature The focus of the Studies in Language and Literature is directed towards developing an understanding of the techniques involved in literary criticism and promoting the ability to form independent literary judgments. Language and Literature The focus of the language and literature course is directed towards developing and understanding the constructed nature of meanings generated by language and the function of context in this process. The course comprises four parts - two relate to the study of language and two to the study of literature. A key aim of the course is to encourage students to question the meaning generated by language and texts. Helping students to focus closely on the language of the texts they study and to become aware of the role of each text’s wider context in shaping its meaning is central to the course. Page | 15
GROUP 2 Language Acquisition The language acquisition course is designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. This process encourages the learner to go beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity. The group 2 courses use a balance between approaches to learning that are teacher-centered (teacher-led activities and assessment in the classroom) and those that are learner-centered (activities designed to allow the students to take the initiative, which can also involve student participation in the evaluation of their learning). Courses Offered Spanish (HL), Cantonese (SL), Mandarin (SL) Course Description These courses are designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. This process encourages the learner to go beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity. Both independent and collaborative learning is encouraged. For each language offered, students will: analyze global issues, social relationships, communication, and media in a manner that shows compassion and respect for other cultures. synthesize ideas from various texts and effectively communicate ideas, orally and in writing, in an open-minded, caring, and principled fashion. communicate effectively in their native and acquired language by developing their listening and comprehension skills. exercise critical thinking skills when approaching unfamiliar situations with curiosity, courage, and open minds Page | 16
GROUP 3 Individuals and Societies Group 3 subjects explore the interactions between humans and their environment in time, space, and place. Christian Philosophy (SL) The Christian Philosophy Course at WCA will be a challenging, and enlightening experience for students. This course will take on some of the big questions of life and consider the ideas that have shaped our lives. While students will be learning about great philosophers and interacting with other great minds, the course will put great emphasis on \"doing philosophy.\" Hence students can expect to do a lot of personal reflection and thinking about their ideas. The Core Theme of the course focuses on: what does it mean to be human? This subject has become a major topic of conversation, and students will give it due attention. In addition, the course will have an Ethics Section, a substantive section on Plato's Republic, and an individually chosen stimulus. Thus, students will have a variety of topics to work through and will grow in their depth of knowledge, use of language, and critical evaluation of ideas. Finally, students will be encouraged to think about these topics from a biblical perspective and to pursue the truth as God has revealed. History of the Americas, US Government and Virginia (HL) History of the Americas is a two-year higher level International Baccalaureate course. This course is a systematic and critical study of the human experience, including social, economic, political, and cultural events through the 19th and 20th centuries. Presenting historical explanations from an international perspective is an objective of this history course and, therefore, candidates will be expected to study the histories of a selection of countries and themes within the chosen region. The study of a country’s national history will be in the comparative, regional framework of the History of the Americas. In this course, students are required to: Comprehend, analyze, evaluate, and integrate source material critically as historical evidence. Explain different approaches to, and interpretations of, historical events and topics∙ Place events in their historical context. Explain the causes and effects of historical continuity and change. Present arguments that are clear, coherent, relevant, and well substantiated∙ Present historical explanations from an international perspective Plan, organize, and research an individual historical investigation. Page | 17
Demonstrate an in-depth historical understanding of approximately 100 years of history from the region of the Americas. Demonstrate historical understanding through the acquisition, selection, and effective use of knowledge. To identify and evaluate different approaches to, and interpretations of, historical events and topics. Explain the causes and effects of historical continuity and change. Each student will complete an Internal Assessment Project during the 2-year program as part of the IB requirements. This internal assessment component will be completed during the 4th quarter of the junior year. Page | 18
GROUP 4 Sciences Through studying any of the group 4 subjects, students should become aware of how scientists work and communicate with each other. While the “scientific method” may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that distinguishes the group 4 subjects from other disciplines and characterizes each of the subjects within group 4. There is no one scientific method for gaining knowledge of, or finding explanations for, the behavior of the natural world. Science works through a variety of approaches to produce these explanations, but they all rely on data from observations and experiments and have a common underpinning rigor. The explanation may be in the form of a theory, sometimes requiring a model that contains elements not directly observable. Producing these explanations often requires an imaginative, creative leap. All these explanations require an understanding of the limitations of data, and the extent and limitations of our knowledge. Science requires freedom of thought and open- mindedness. The group 4 project is an interdisciplinary activity in which all science must participate. It mirrors the work of real scientists by encouraging collaboration between schools across the regions. The emphasis is on the processes involved in scientific investigation rather than the products of such investigation. Biology HL Biology is the study of life. The vast diversity of species makes biology both an endless source of fascination and a considerable challenge. By studying biology in the DP students take a two-year course and should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the sciences. Teachers provide students with opportunities to design investigations, collect data, develop manipulative skills, analyze results, collaborate with peers, and evaluate and communicate their findings. It is the intention of this course that students are able to fulfill the following assessment objectives: 1. Demonstrate knowledge and understanding of facts, concepts, and terminology; methodologies and techniques; and communicating scientific information. 2. Apply facts, concepts, and terminology; methodologies and techniques; and methods of communicating scientific information. Page | 19
3. Formulate, analyze, and evaluate hypotheses, research questions and predictions; methodologies and techniques; primary and secondary data; and scientific explanations. 4. Demonstrate the appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations. Physics (SL) Students study the properties and interactions of matter and energy. Main themes include mechanics, atomic and nuclear physics, waves, thermal physics, and electricity and magnetism. Option topics include biomedicine, historical physics, astrophysics and general and special relativity. Calculus is not a requirement; however, HL students must have a strong mathematical background. Page | 20
GROUP 5 Mathematics The nature of mathematics can be seen as a well-defined body of knowledge, as an abstract system of ideas, or as a useful tool. Mathematical knowledge provides an important key to understanding the world in which we live. Individual students have different needs, interests, and abilities. The mathematics course is designed to meet student collegiate requirements. Mathematics: Analysis and Approaches SL This course recognizes the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. This course includes topics that are both traditionally part of a pre-university mathematics course (for example, functions, trigonometry, calculus) as well as topics that are amenable to investigation, conjecture, and proof, for instance the study of sequences and series. The focus is on developing important mathematical concepts in a comprehensible, coherent, and rigorous way, achieved by a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solve abstract problems as well as those set in a variety of meaningful contexts. Mathematics: analysis and approaches has a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments. Students should expect to develop insight into mathematical form and structure and should be intellectually equipped to appreciate the links between concepts in different topic areas. Students are also encouraged to develop the skills needed to continue their mathematical growth in other learning environments. The internally assessed exploration allows students to develop independence in mathematical learning. Throughout the course students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. Page | 21
GROUP 6 THE ARTS The subjects in the arts allow a high degree of adaptability to different cultural contexts. The emphasis is on creativity in the context of disciplined, practical research into the relevant genres. In addition, each subject is designed to foster critical, reflective and informed practice, help students understand the dynamic and changing nature of the arts, explore the diversity of arts across time, place and cultures, and express themselves with confidence and competence. Art Unlimited SL This course accommodates beginning students and experienced students wanting to develop their artistic individuality. Learning a variety of applications will provide students with to determine which applications are best for certain projects/skills. Students will be introduced to the importance of visual communication, self-expressionism, concept development, constructive criticism/critiques, and art history. 5 Senses of Art SL Students will develop an understanding of design fundamentals (elements & principles of art, composition, and media) as well as explore new creative ideas in making art. Students will be able to explore a variety of media, subjects and techniques to build art skills and knowledge. Art awareness of cultural art, contemporary art and art from the past will be strengthened. The course focuses more as an independent study format where each student chooses to pursue their own art interests be it drawing, painting, clay, sculpture, photography or any other art form to complete their internal and external IB assessments. Music Exploration and Application HL Music Theory & Exploration is a Higher Level IB Diploma Programme course. It has been designed to prepare the 21st century music student for a world in which global musical cultures and industries are rapidly changing. Students will engage with a wide variety of musical experiences that will span the course of history and take them around the world. The course ensures a holistic approach to learning with the roles of performer, creator, and researcher afforded equal importance in all course components. Students will interact with diverse musical forms and develop the skills needed for musical production, performance, and composition. Page | 22
The primary goals of the course are to enable students to: explore a range of musical contexts and make links to, and between, different musical practices, conventions, and forms of expression. acquire, develop, and experiment with musical competencies through a range of musical practices, conventions, and forms of expression, both individually and in collaboration with others. evaluate and develop critical perspectives on their own music and the work of others. broaden their musical horizons through engagement with diverse musical material. analyze a wide range of music. engage with music technology as a compulsory course component. gain confidence in the essential processes associated with music-making. develop as holistic musicians with experience as creators and performers. Page | 23
Academic Inclusion Policy 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 teachers 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 Page | 24
Academic Inclusion Policy (con’t) 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 teachers 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 Teachers Classroom teachers adapt their instruction to suit individual educational needs. Learning Support Services staff will collaborate with classroom teachers to address individual students’ needs for success. Classroom teachers 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 teachers 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 teachers 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. Page | 25
Academic Inclusion Policy (con’t) Parents/Guardians Williamsburg Christian parent(s)/guardian(s) should: • Work with classroom teachers 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 teachers 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 teachers 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 teachers 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 teachers. • 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 teachers. 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. Page | 26
Academic Honesty Policy 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: Page | 27
Academic Honesty Policy (con’t) • 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. Page | 28
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Diploma Program Support Staff DP Support works closely with the Head of School and IB DP 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 DP Support works closely with all DP students and parents to help them make the best academic and personal decisions. Diploma Program support staff work with students to discuss any and all factors that could be impacting their education and offering assistance on topics such as conflict resolution and study techniques. DP Support Coordinator: Cristi Nice Phone: 757-378-5267 Email: [email protected] Page | 31
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