Early Years (Grades 1-3)

Our Curriculum

At our school, the foundation of our curriculum is built upon a thoughtful integration of official state or provincial standards from North America, tailored to the unique and diverse needs of our vibrant community of learners here in Korea. We believe that education is not one-size-fits-all, and as such, we take great care to adapt our curriculum to make it meaningful for our students. This adaptability is not static but dynamic, as we conduct yearly reviews to stay abreast of evolving educational trends, align with the ever-changing needs of our students, and remain true to our school's overarching vision and mission. Through this process, we strive to provide an enriching and holistic educational experience that empowers our learners to excel in a globalized world while celebrating their individuality and cultural heritage.

WCA 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 children's interests, learning needs, and diverse social backgrounds. Our approach to learning will complement these undertakings and support our children with teacher and parent assistance.

In Lower Elementary, the required areas of learning include:

  • English Language Arts

  • Mathematics

  • Science

  • Social Studies

  • Physical Education & Health

  • Arts Education

  • Second-Language Learning (Chinese)

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 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, cooperate, 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.

Middle Years (Grades 4-8)

Between Grades 4 and 8, students progress from childhood to adolescence. They experience physical, emotional, and intellectual changes. Fluctuations in behavior, attitudes, social growth, and development characterize this period. The influence of peers affects student actions and decision-making processes. In intellectual growth, students progress from concrete to abstract thought. This growth pattern varies widely between boys and girls and among individuals. During the intermediate years, students need considerable support 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 proficiency levels in language arts, mathematics, science, social studies, and second-language learning. Curriculum in the intermediate years includes theoretical concepts, skills, and knowledge that can be applied to everyday life and work.

In Upper Elementary and Middle School, the required areas of learning include:

  • English Language Arts

  • Mathematics

  • Science

  • Social Studies

  • Physical & Health Education

  • Arts Education

  • Second-Language Learning (Chinese)

  • Career Exploration

Students are expected to:

  • Develop their ability to solve problems, think critically, and make decisions; 

  • Develop social and personal skills, good work habits, confidence, a sense of self-worth, and an 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. They have more opportunities to direct their learning as they move through the program.

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 that 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.

Upper Years (Grades 9-12)

The years leading to graduation will focus on preparation for post-secondary studies or entry into the workforce. As courses become increasingly specialized, students will continue expanding their knowledge and refining their skills in language arts, social studies, science, mathematics, fine arts, and applied subjects. They will take courses directed toward achieving their personal and career goals. WCA will aim to have high school students develop advanced skills and take more responsibility for their learning.

In High School, 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

Students are expected to:

  • Enhance their capacity for complex problem-solving, critical analysis, and strategic decision-making, fostering a deeper understanding of real-world challenges and their implications across various domains of study;

  • Cultivate advanced social and interpersonal competencies, a strong work ethic, self-assurance, a robust sense of identity, and a profound appreciation for the importance of maintaining physical and emotional well-being amidst academic rigor and societal pressures;

  • Progress towards their personalized academic and career trajectories by engaging in increasingly specialized coursework tailored to their aspirations and ambitions

  • Empower themselves to take ownership of their educational journey, seizing opportunities to shape their learning experiences in alignment with their evolving personal and professional goals.

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 based on their 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.