Academics

Overview

The academic program at WCA has been based on Canadian curriculum expectations since the inception of the school. In comparison to countries around the world, Canada is consistently distinguished for its well-developed education system with its high and rigorous standards, incorporation of 21st Century competencies, and focus on personal and social needs of learners. We believe that through a Canadian-based education, our school vision will be realized and WCA learners will become successful and well-rounded global citizens who make a positive impact in their communities

Primary Years

WCA (G1 to Grade 3)

The School provides a secure transition from learning at home to learning at school. Children in the primary years are generally inquisitive, imaginative, active and eager to learn. They enjoy exploring, experimenting, playing and working with others in a safe, stimulating environment that promotes confidence in their ability to learn. Teachers organize learning to accommodate the full range of children's interests, learning needs and diverse social backgrounds .Our approach to learning will compliment these undertakings and support our children with assistance from the teacher and the parent.

In the Primary Years the required areas of learning include:

English language arts
mathematics
science
social studies
physical & health education
arts education

WCA Primary students are expected to:
•　Learn foundation skills in oral language, reading, writing and mathematics;
•　Begin to develop strategies for healthy living, become aware of good nutrition, maintain physical fitness, learn safety procedures and develop an understanding of their personal responsibility to themselves, to others and to the environment;
•　Begin to develop critical thinking, decision-making and problem-solving skills.

The curriculum for these years is designed to:
•　Provide a firm foundation in the core areas of literacy, numeracy, social responsibility and citizenship;
•　Support the development of children aesthetically, socially, emotionally, intellectually and physically;
•　Foster the development of imagination;
•　Encourage children to share, co-operate, develop friendships and appreciate their own and others’ abilities, cultural identity and heritage;
•　Develop traits and attitudes that contribute to career awareness and development, such as taking pride in one’s work, working effectively with others, and understanding the relationship of work to everyday life.

Intermediate Years

(Grades 4 to 8)

Between Grades 4 and 8, students progress from childhood to adolescence. They experience physical, emotional and intellectual changes. This period is characterized by fluctuations in behavior, attitudes, social growth and development. The influence of peers has an effect on student actions and decision-making processes. In the area of intellectual growth, students progress from concrete to abstract thought. This growth pattern varies widely between boys and girls as well as among individuals. During the intermediate years, students need considerable support in order to deal with the changes they experience. Flexibility in classroom organization and methods of instruction is required to meet the challenges of these critically important years in the school system. As students move through the intermediate years, they develop competency in foundation skills and reach higher levels of proficiency in language Arts & Music, mathematics, science, and social studies. In Grade 5, students begin to study a second language. Curriculum in the intermediate years includes theoretical concepts, as well as skills and knowledge that can be applied to everyday life and to the world of work.

In the Intermediate Years the required areas of learning include:

English language arts
mathematics
science
social studies
physical & health education
arts education

WCA intermediate students are expected to:
• Develop their ability to solve problems, think critically and make decisions;
• Develop social and personal skills, good work habits, confidence, and sense of self-worth and understanding of the value of physical and emotional well-being. In the later intermediate years, students begin to take more specialized courses that are directed toward their personal and career goals. As they move through the program, they have more opportunities to direct their learning.

The curriculum for these years is designed to:
• Emphasize basic areas of learning to increase students' literacy and numeracy skills;
• Introduce more formal personal and career planning and increase students' responsibility for their learning;
• Develop citizenship/social responsibility skills which can be applied to problems, projects, or social issues;
• Extend the development of creativity;
• Use opportunities for learning that exist outside schools;
• Develop a work ethic and further understanding of career opportunities.

High School Years

(Grades 9 to 11)

The graduation years will focus on preparation for post-secondary studies or entry into the work force. As courses become increasingly specialized, students will continue to expand their knowledge and refine their skills in Language Arts, social studies, science, mathematics, fine arts, and applied skills. They will take courses that are directed toward the achievement of their personal and career goals. It will be the goal of WCA Canada to have the future students in grades 9-11 develop advanced skills and take more responsibility for their learning.

In the graduation years, students:
•　Apply knowledge and methods of inquiry in various disciplines
•　Participate in career development and work experience while at school
•　Solve problems, think critically and make decisions

The curriculum for these years is designed to:
•　Allow students to participate in a broad-based education
•　Require greater personal and social responsibility by having students refine their personal and career plans and select areas of study that fit into these plans
•　Allow students to engage in independent directed studies
•　Allow students to receive credit for courses on the basis of their own general learning (challenge) and receive credit for equivalent documented learning acquired outside of school (equivalency)
•　Guide students to value life-long learning and to plan for and pursue educational and career choices.