Parent - Student
Handbook
Our parent - student handbook serves as a comprehensive guide that outlines our school policies, procedures, and expectations. As a parent, you can utilize this handbook to familiarize yourself with our school's rules and regulations, and to better understand how you can support your's education. Do reach out to us if you have any questions or concerns.
Message from Head of School
Dear Parents, Students & Guardians,
We are delighted to welcome you to the XCL World Academy (XWA) community!
At XCL World Academy, our primary goal is to create academic and personal pathways that help students to gain a deeper understanding of themselves and equip them for an ever-changing globalised world. We are committed to creating a nurturing and inclusive learning environment that fosters an international community of happy learners who aspire to positively impact others, and become empathetic global citizens who strive to improve the world.
Our dedicated staff, state-of-the-art facilities and vibrant community all work together to develop and deliver a personalised, innovative and high-quality curriculum. This curriculum nurtures tomorrow’s leaders who are committed to inclusivity, sustainability and equipped with the skills and knowledge to excel.
We take immense pride in the diverse and close-knit nature of our community, which forms the very bedrock of our school. A strong partnership between school and home is essential for the success of our students. We welcome open communication and collaboration between parents, teachers, and administrators. Together, we can ensure that each student receives the individual support and guidance they need to thrive academically, emotionally,
and socially.
As the School of the Future, we strive to inspire the next generation of leaders and problem solvers through design thinking and fulfill their potential to shape the next, now. We fully embrace the responsibility of empowering students to take charge of their future and carve out their unique paths in life to achieve academic excellence and personal growth.
The XWA Parent-Student Handbook serves as an invaluable resource, offering essential information about our school's policies, procedures, day-to-day operations, and guidelines. This comprehensive handbook outlines our expectations for student behavior, academic standards, safeguarding policies, admissions requirements, uniform standards, and more.
Please familiarise yourself with the contents of this handbook, as it will support our collective efforts to create a safe, positive, and productive learning community.
Thank you for entrusting us with your child's education. We look forward to an enriching journey together as we work towards shaping the future together.
My best,
Tammy Murphy
XWA Head of School
XCL CEO Singapore Schools
Note
The information contained in this Handbook is based on the policies and procedures of the XCL World Academy. The original documents are available for consultation on request and posted on the
XWA Parent Portal. Where there is any disagreement or discrepancy in understanding the original policy document or agreement shall prevail.
CONTENTS
2.0 THE XCL WORLD ACADEMY PURPOSE
3.0 TEACHING AND LEARNING GUIDELINES
4.0 OUR CORE VALUES: The Foundation of Everything We Do
10.0 ADMISSIONS POLICY, PROCEDURES AND REGULATION
10.4 Falsification of Documentation / Withholding of Information
10.9 Professional Outsourced Support
10.10 Concerning Confidentiality
11.0 SCHOOL TIMINGS, PUNCTUALITY AND ATTENDANCE
11.7 Planned Absences Other Than School Holidays
11.8 Attendance Monitoring Process
11.12 Staff Training and Professional Development
12.1 Early Years and Primary Years Organisation
12.4 Teaching and Learning in Early Years and Primary Years
12.5 Language Programmes in Early Years and Primary Years
12.6 Teaching and Learning in the Secondary Years Languages
13.0 EXPERIENTIAL LEARNING PROGRAMME (ELP)
14.0 EXTRA-CURRICULAR ACTIVITIES & PHYSICAL EDUCATION
15.1 Interim and Semester Reports
15.2 External Norm-Referenced Testing
15.3 Parent-Teacher-Student and Student-Led Conferences
16.0 SCHOOL-WIDE BEHAVIOUR EXPECTATIONS
16.1 Philosophy, Rights and Responsibilities
16.2 Student Rights and Responsibilities
16.4 Detention, Suspension and Expulsion
16.8 Guidance and Counselling Services
16.9 Academic Integrity/Honesty
17.0 GENERAL CAMPUS RULES AND REGULATIONS
17.4 Secondary Years - Supervision Before, During and After School
17.5 Damage to School Property
17.8 Mobile Phones and Other Electronic Devices
17.14 Smoking / Drugs / Alcohol
17.15 Public Displays of Affection
17.16 Pool, Gymnasium and General School Safety
18.0 ACCEPTABLE USE POLICY FOR NETWORK RESOURCES
18.1 School Device Issuance Agreement
18.2 Digital Behaviour on School Devices and Network
18.3 Digital Citizenship Responsible Agreement
18.4 Consequences of Violations
18.6 Student Work, Photo Usage and Identification
18.7 Photographs and Images of Students
18.8 Misuse leading to damage or loss
19.0 SCHOOL UNIFORM REGULATIONS AND REQUIREMENTS
19.1 Physical Education (PE) Uniform and Clothing
19.2 Personal, Social and Health Education
20.2 Library Management Guidelines
27.0 HOME-SCHOOL COMMUNICATION
27.2 XCL World Academy Communication Guide
27.3 Questions, Issues and Concerns
27.4 Appointments with the Principal, Curriculum Coordinators, Deans and/or Head of Grade Leaders
27.5 Parent Portal / School Management System
27.6 Back to School ad Open House Events
27.7 Parent Visits to the Classroom
27.8 Celebrations and Birthday Parties
27.10 Extended Parent Absence for Singapore
27.12 Use of Parent Contact Information
28.0 XWA PARENT ENGAGEMENT AND CONNECTION COMMITTEE (PEACC)
29.0 HOMEWORK/HOME LEARNING GUIDELINES
Appendix 1: IMPORTANT CONTACTS
Early And Primary Years Teaching Faculty And Positions
Secondary Years Teaching Faculty And Positions
Appendix 3 : HOME LEARNING GUIDELINES
Appendix 4 : STUDENT BEHAVIOUR GUIDELINES
Appendix 5 : RULES OF CONDUCT FOR SCHOOL BUS RIDERS
Appendix 6 : ACADEMIC HONESTY POLICY
Appendix 7 : G11 & G12 HANDBOOK - EXTRACT
Appendix 8 : SCHOOL DEVICE ISSUANCE AGREEMENT
Appendix 9 : DIGITAL BEHAVIOR ON SCHOOL DEVICES AND NETWORK
Appendix 10 : DIGITAL CITIZENSHIP RESPONSIBLE AGREEMENT
1.0 IMPORTANT CONTACTS
School Address
2 Yishun Street 42, Singapore 768039
Main line
+65 6808 7321
Singapore CEO & Head of School Office
Name - Title | Email |
|---|---|
Tammy Murphy – XCL CEO Singapore Schools and XWA Head of School | tammy.murphy@xwa.edu.sg |
Nuraishikin Jasmani - Executive Assistant to Head of School | nuraishikin.jasmani@xwa.edu.sg |
Early Years & Primary Years Team
Whole School
Name - Title | Email |
|---|---|
Justin Kirby - Senior Head of Academic Pathways and Student Achievement | justin.kirby@xwa.edu.sg |
Patrick Holt - Dean of Learning | p.holt@xwa.edu.sg |
Mandi Manson - Director of Arts | m.manson@xwa.edu.sg |
Rae Lei - Head of EAL & Home Languages | rae.lei@xwa.edu.sg |
Name - Title | Email |
|---|---|
Maria Sweeney - Early Years and Primary Years Principal | maria.sweeney@xwa.edu.sg |
Sree Vijayamohan - Dean of Student Life (EYPY) | sreedharan.vijayamohan@xwa.edu.sg |
Yashna Harilela - Primary Years Programme (PYP) Coordinator | y.harilela@xwa.edu.sg |
Angela Gao - Head of Bilingual Programme | angela.gao@xwa.edu.sg |
Razya Abdulkader - Head of Grade (Nursery to KG1) | r.abdulkader@xwa.edu.sg |
Sharmeela Brar - Head of Grade (KG2 to G1) | s.brar@xwa.edu.sg |
Luke Ryan - Head of Grade (G2 to G3) | l.ryan@xwa.edu.sg |
Joe Coady - Head of Grade (G4 to G5) | j.coady@xwa.edu.sg |
Amy Pauleon - Leader of Learning (Maths) | amy.pauleon@xwa.edu.sg |
Jade Ackers - Leader of Learning (Ed Tech) | jade.ackers@xwa.edu.sg |
Connor Ackers - Leader of Learning (ATT) | connor.akers@xwa.edu.sg |
Melvis Soh - Early Years and Primary Years Division Secretary | eypyoffice@xwa.edu.sg / k.soh@xwa.edu.sg |
James Wong - Early Years and Primary Years Educational Administration Officer | james.wong@xwa.edu.sg |
Secondary Years Team
Name - Title | Email |
|---|---|
Mark Petterson - Secondary Years Principal | m.petterson@xwa.edu.sg |
Jim Atkinson - Secondary Years Assistant Principal | jim.atkinson@xwa.edu.sg |
Claire Rimmer - Dean of Student Life | c.rimmer@xwa.edu.sg |
Rachel Satralkar - Middle Years Programme (MYP) Coordinator | r.satralkar@xwa.edu.sg |
Michael Fletcher - Diploma Programme (DP) Coordinator | m.fletcher@xwa.edu.sg |
Million So - FEP Coordinator | million.so@xwa.edu.sg |
Carleigh Akiti - Head of Grade 6, Drama | carleigh.akiti@xwa.edu.sg |
Jenny Thomas - Head of Grade 7 & EAL Teacher | jenny.thomas@xwa.edu.sg |
Sara Thompson - Head of Grade 8, Language & Literature, Individuals & Societies | s.thompson@xwa.edu.sg |
Matthew Jenkins - Head of Grade 9, Language & Literature, Individuals & Societies | matthew.jenkins@xwa.edu.sg |
Kim Emery - Head of Grade 10, Language & Literature | kg.emery@xwa.edu.sg |
Michael Fletcher - Head of Grade 11 & 12, Business Management | m.fletcher@xwa.edu.sg |
Dza Rina Rahman - Secondary Years Division Secretary | syoffice@xwa.edu.sg / d.rahman@xwa.edu.sg |
Nur Hamizah Noordin – Secondary Years Educational Administration Officer | n.noordin@xwa.edu.sg |
Student Support Services
Name - Title | Email |
|---|---|
Leslie Tam - Director of University & Careers Guidance | l.tam@xwa.edu.sg |
Akane Robinson - University & Careers Guidance Counsellor | akane.robinson@xwa.edu.sg |
Hilda Netten - EYPY Counsellor | hilda.netten@xwa.edu.sg |
Zoe Mcpherson - SY Counsellor | zoe.mcpherson@xwa.edu.sg |
Donavan Teo - FEP Counsellor | donavan.teo@xwa.edu.sg |
Camps & Extra Curricular Activities
Name - Title | Email |
|---|---|
Jasmin Kaur - Head of Camps and ECA | j.kaur@xwa.edu.sg |
Hana Kalysa Taufiq - ECA & Camps Executive | hanakalysa.taufiq@xwa.edu.sg |
Nur Rusyadah Binte Marzuki - ECA & Camps Executive | nurrusyadah.marzuki@xwa.edu.sg |
Administrative & Parent Support Services
Name - Title | Email |
|---|---|
Germaine Wong - Chief Commercial Officer | germaine.wong@xwa.edu.sg |
Sharon Goh - Finance Director | sharon.goh@xwa.edu.sg |
Amanda Green - Associate Director of Admissions | amanda.green@xwa.edu.sg |
Chi Wern Diong - Associate Director of Business Development | chiwern.diong@xwa.edu.sg |
Charlene Chen - Associate Director of Communications and Parent Relations | charlene.chen@xwa.edu.sg |
Nim D’Oliveiro - Associate Director of Marketing | nimmala.shanmuganathan@xwa.edu.sg |
Valerio Rossi - Associate Director of Corporate Relations | v.rossi@xwa.edu.sg |
Sarah Lim - Communications Manager | sarah.lim@xwa.edu.sg |
Elaine Xu - Parent Relations Manager | elaine.xu@xwa.edu.sg |
Xianli Wong - Enrolment Manager | xianli.wong@xwa.edu.sg |
Registrar office | registrar@xwa.edu.sg |
Finance office | finance@xwa.edu.sg |
Admissions office | admissions@xwa.edu.sg |
2.0 THE XCL WORLD ACADEMY PURPOSE
At XCL World Academy (the School), we equip children with the academic and lifelong learning skills to be agents of their own success – helping to prepare them for further education, future careers or navigating the opportunities and challenges they will encounter in their lives.
Our School places emphasis on the holistic development of every child. Character growth is as important as academic development, and we strive to build qualities like confidence, resilience and leadership in every student. We believe that some of life’s most important lessons can be learned outside textbooks. That is why we create a vibrant environment through countless opportunities in technology, physical education, sports, the arts, design and innovation, community service, field trips and extracurricular activities.
To prepare students for an increasingly global world, we prize diversity and are proud to host students from over 60 nationalities with no one dominant nationality, culture or background. Our world-class teachers are trained to identify each student’s special strengths to create personalised pathways that recognise each student’s unique strengths. All this makes XCL World Academy a truly international school that prepares students to always remain a few steps ahead of the future.
2.1 XWA Vision Statement
ASPIRE - ACT - GROW
2.2 XWA Mission Statement
To empower an inclusive international community of happy learners who aspire to positively impact others.
3.0 TEACHING AND LEARNING GUIDELINES
The philosophy of teaching and learning at XCL World Academy is based on the pedagogy of inquiry and the philosophy found in International Baccalaureate Organisation (IB) Academic Programmes. Through inquiry-based teaching methods and approaches, students at XCL World Academy will have the opportunity to develop their skills and knowledge while becoming lifelong learners with an open-mindedness towards the perspectives of others. We want our students to be internationally minded citizens who leave us with the knowledge, skills and attitudes that enable them to participate actively in an exciting global society and ready for the rigors of higher learning.
4.0 OUR CORE VALUES: THE FOUNDATION OF EVERYTHING WE DO
At XWA, the five pillars provide the basis for everything we do:
-
Diversity and Community
-
Well-being and Personalisation
-
Quality and Academic Excellence
-
Innovation and "Shaping Next Now"
-
Leadership and Sustainability
Using these pillars as guides, we create pathways for our students to develop academically and personally. These explorations help students better understand who they are and prepare for the ever-changing globalised world.
5.0 OUR LEARNING PRINCIPLES
XCL World Academy has clearly articulated learning principles designed to support effective teaching and learning. They are informed largely by current educational research and the Standards and Practices of the International Baccalaureate.
Wellbeing of the learner should be prioritised for learning to happen.
The beliefs and perceptions about intelligence and ability affect learning.
Learning is visible to students and teachers when the process, goals
and outcomes are made explicit.
Assessment for learning is key to supporting learning.
Learning is a personal journey.
Language is essential for learning communication and collaboration.
Our understanding of what is relevant to learn, and what it means to
learn, is evolving.
6.0 OUR LEARNING ENVIRONMENT
Our classrooms are lively, safe, and characterised by purposeful inquiry and the pursuit of passionate lifelong learning. Our learning spaces are places in which the pursuit of understanding and the construction of meaning are balanced with the acquisition of knowledge and skills. Students are empowered to share their voice and produce different evidence of learning, supported by IB qualified teaching staff.
We encourage the development of international mindedness of teachers and students by showing respect, tolerance and empathy towards others of different genders, nationalities, as well as levels of academic, linguistic and intellectual development
7.0 IB LEARNER PROFILE
The IB Learner Profile represents ten attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.
8.0 CAMPUS SECURITY
The school has a corps of security guards in place at entrance gates and on the school campus. Security guards control access to the campus and monitor persons present and associate safety and security matters. Additionally, there are security cameras throughout the campus. The instructions of the security guards should always be followed.
It is a requirement that all parents, visitors and employees wear school ID badges indicating authorization with school security. Faculty and staff are required to wear a named photo ID badge at all times while on campus, recognising them as authorised school personnel. While on school property, we encourage all parents to feel comfortable reporting any suspicious behaviour or questionable items found to security at any entry gate/door.
Visitors and guests including parents without the proper ID badge will be stopped. In order to safeguard the children in our care, staff will be vigilant to ensure that only authorised adults are permitted on the campus grounds.
If a parent forgets to bring their XCL World Academy ID and requires entry to school, they must register their arrival with security and have a temporary
pass issued.
Fire drills, evacuation and lockdown exercises are carried throughout the year. Parents visiting the school should be familiar with the procedures that are clearly posted around the school.
9.0 SAFEGUARDING
Our commitment is to safeguard and promote the welfare, health (including mental health) and safety of our students by creating and maintaining an open, safe, caring and supportive atmosphere.
We have three primary aims:
-
Prevent harm
-
Protect students from harm
-
Support students and staff when child protection and safeguarding incidents occurs
The school achieves these aims by:
-
Ensuring the recruitment of individuals who are suitable and appropriate to work with children and who have positive safeguarding attitudes.
-
Providing excellent pastoral care and fostering optimism and a positive school atmosphere where students feel secure and are encouraged to talk. Students are encouraged to find a person (whether a staff member or peer) whom they trust and to speak to that person about any issues which may be worrying them. Students are additionally reminded of specific individuals to whom they can talk to.
-
Valuing and promoting effective relationships with parents and professionals from other agencies.
-
Teaching students via the Personal Social Health Education (PSHE) and a transdisciplinary curriculum to identify, reduce and manage risks. This includes educating students through regular internal and externally provided ICT safety talks about the safe use of electronic equipment and access to the internet.
-
Ensuring that children are safeguarded from potentially harmful and inappropriate online material through embedding a whole school approach towards online safety, including the acceptable use of mobile technology and the use of appropriate filters and monitoring systems.
-
Ensuring that all staff are properly trained, supported and supervised to enable them to identify abuse and welfare concerns and deal with such concerns appropriately and sensitively.
-
Encouraging staff to discuss child protection, safeguarding and welfare concerns confidentially with the Designated Safeguarding Lead (DSL) in order to ensure they have confidence in their own abilities to identify and appropriately handle welfare concerns and cases of abuse and neglect.
-
Creating a culture of openness, trust and transparency in which any concerns about the conduct of staff, visitors and other adults in school can be shared and dealt with in an appropriate and sensitive manner.
-
Following the procedures laid down in the Safeguarding Policy as appropriate.
10.0 ADMISSIONS POLICY, PROCEDURES AND REGULATION
The culture of a school is the result of the complex interactions between the teachers, administrators, curriculum, environment, the parents and the students. Of these factors, it is the student body that best reflects the nature and values of a school. The School’s Guiding Statements further serve to shape this culture through the development and goals of the school. As such, the admission policy and procedure should embody the spirit of the institution, its community and its goals as an open minded, multicultural and internationally minded organisation.
Given the importance of admissions, a significant number of people are involved, in each case vetting and checking details and applicability. Where possible, interested families and students will meet with a school leader, who will impart the spirit of the school on the applicant and to ensure the school is the right place to support the growth of the student.
XCL World Academy welcomes students of all nationalities from 2 to 18 years old, who would benefit from our international curriculum and whose parents share the School’s mission and values. The School does not discriminate on the basis of race, gender, religion, political or other opinion in its admission practices, except as required by law and/or in accordance with the School’s diversity objectives.
Admissions is granted to a student when it has been determined that the School has an appropriate programme and resources to meet that individual’s learning needs.
XCL World Academy faculty are qualified staff that teach to the highest international academic standards while attending to the social and emotional needs of students. However, XCL World Academy is unable to enrol/admit students who require a full-service special needs programme, or who demonstrate behavioural issues that interrupt the learning of others in the regular classroom setting, or are in danger of not fulfilling graduation/credit requirements. Unfortunately, our school campus is not suitably equipped to accommodate students with severe disabilities.
The Head of School, in consultation with the appropriate divisional academic leaders, makes the decision regarding the acceptance or denial of an applicant based on previous school records and the placement assessment at the time of application, and we consider carefully whether a student is likely to succeed within the XCL World Academy programme parameters provided.
The School reserves the right, following admission, to discontinue the enrolment of a student at any time if it becomes evident that the School was misinformed regarding any submitted application information or if it becomes evident that the School does not have the resources to successfully address the individual needs of that student.
Parents agree to support and/or pay for learning support screening if required by the School after admission.
As a private school enterprise, the Head of School is the final authority regarding acceptance or denial of any student/applicant at any time.
10.1 Admissions Requirements:
Please refer to the admissions section of the school website or contact admissions@xwa.edu.sg for more information and assistance. The admissions department will guide you through the requirements for new applications. Please note that payment of the application fee and/or enrolment fee does not constitute an offer or guarantee of enrolment in the school
10.2 Student Placement:
Each divisional academic leadership team determines the acceptance and placement of students in their respective section. XCL World Academy procedures for student placement are based upon the goals to:
-
Promote student achievement and academic excellence for all students
-
Promote the discovery and aspiration of a student's own special area of excellence
-
Provide students with opportunities to make a difference in the lives of others
There are several sections in each grade and are marked as, for example: 1.1, 1.2, 1.3, 1.4.
Students are generally placed in their age-appropriate grade. The School does not “accelerate” students to a grade above as doing so is deemed detrimental to the social and academic well-being of the student, even if they are academically successful. Students should be given appropriate time to develop and this is generally with their peers. The School will on occasion recommend a student be held back a year if it is deemed to be in the best interest of the child.
The following age guideline table is used as a starting point for placement, though other factors (such as interrupted schooling or home-schooling) will be considered:
Grade | Age | 2024 - 2025 |
|---|---|---|
Nursery | Age 2 | 2 Sep 2021 - 1 Sep 2022 |
Pre-K | Age 3 | 2 Sep 2020 - 1 Sep 2021 |
KG 1 | Age 4-5 | 2 Sep 2019 - 1 Sep 2020 |
KG 2 | Age 5-6 | 2 Sep 2018 - 1 Sep 2019 |
Grade 1 | Age 6-7 | 2 Sep 2017 - 1 Sep 2018 |
Grade 2 | Age 7-8 | 2 Sep 2016 - 1 Sep 2017 |
Grade 3 | Age 8-9 | 2 Sep 2015 - 1 Sep 2016 |
Grade 4 | Age 9-10 | 2 Sep 2014 - 1 Sep 2015 |
Grade 5 | Age 10-11 | 2 Sep 2013 - 1 Sep 2014 |
Grade 6 | Age 11-12 | 2 Sep 2012 - 1 Sep 2013 |
Grade 7 | Age 12-13 | 2 Sep 2011 - 1 Sep 2012 |
Grade 8 | Age 13-14 | 2 Sep 2010 - 1 Sep 2011 |
Grade 9 | Age 14-15 | 2 Sep 2009 - 1 Sep 2010 |
Grade 10 | Age 15-16 | 2 Sep 2008 - 1 Sep 2009 |
Grade 11 | Age 16-17 | 2 Sep 2007 - 1 Sep 2008 |
Grade 12 | Age 17-18 | 2 Sep 2006 - 1 Sep 2007 |
FEP | Age 11-15 | 2 Sep 2009 - 1 Sep 2013 |
Admission is dependent on:
-
The student meeting all admissions requirements
-
The family meeting all admissions financial obligations
-
Availability of places in appropriate classes and programme
-
Meeting the legal requirements of the Singapore government
In the event that the applicant meets all the above but due to limited capacity is unable to be offered a place, the School will give priority to:
-
Children of employees
-
Siblings of currently enrolled students
-
Returning students
-
Transfering students from XCL American Academy or affiliated school of XCL Education Group
-
Students with proficiency in English
-
Students who will contribute to the nationality diversity of the school
All decisions are made at the discretion of the Associate Director of Admissions in consultation with the Head of School.
In Early and Primary Years, an extensive process is followed when it comes to assigning students to classes. This process is not an automated computer driven allocation. Rather, it is a manual process whereby every child’s best interest is considered by our teachers and academic leadership teams. We believe in this process and its ability to create well balanced classrooms. The following factors are taken into account when allocating students to classes:
-
Friendships
-
Nationalities
-
Gender
-
English proficiency levels
-
Special educational needs requirements
-
Previous academic experience
Our intention is to evenly balance these factors in every class. Once the students have been placed into a class, we then assign that class to a Teacher and Teaching Partner. Once again, we take into account the broad makeup of the class and student requirements and then assign a teacher accordingly.
Student placements in a class aim to maintain a heterogeneous balance across grade classes by providing a variety of demographic, academic and social balance as much as possible.
Specific parent requests for student placement in a class or with a specific teacher are not accepted for new or returning students. The divisional Principal and teachers have the responsibility for class placements.
10.3 Guardianship
A parent may appoint a guardian to have the authority to make decisions in relation to the student in school including, but not limited to matters of education, health, welfare, safety and medical procedures.
In circumstances where a parent is absent for a continual or extended period, the School may request that a guardian be appointed to ensure the welfare of the student and continued enrolment in the school.
Please see Guardianship Policy: Guardianship Policy
10.4 Falsification of Documentation / Withholding of Information
Students’ prior academic, health or disciplinary records are vital to ensuring the student gets the best possible support. Therefore, the school will not accept a student whose academic, health or disciplinary records have been falsified, or where information on learning needs, health or behaviour has been withheld. Also, please be aware that withholding this information may result in discontinued enrolment.
10.5 Grade Promotion
Promotion from each grade is not automatic. Admission of a student does not guarantee continued enrolment or automatic progression from grade to grade or programme to programme. This is dependent on the student demonstrating the ability to make academic progress that shows the student is within grade level expectations.
If the school feels that it cannot meet the needs of a particular student, the school reserves the right to retain a student in a particular grade or discontinue enrolment of that student.
Early Years and Primary
To be promoted to the next year level, a student should demonstrate:
-
The ability to self-manage in accordance with their developmental age
-
Demonstrate positive social and emotional skills in accordance with their developmental age
-
Demonstrate appropriate cognitive skills in accordance with their developmental age
Secondary Years
To progress from Grade 10 to the IB Diploma Programme, a student’s second semester report should demonstrate:
-
Minimum MYP final grades of 4 in English, Language Acquisition, Maths, Science, Individual and Societies and Arts in both Semester 1 and Semester 2
of Grade 10
To progress from Grade 11, a student must meet the requirements of their chosen graduating program, either the IB Diploma Programme or the High
School Diploma.
Students who fail to meet these criteria will have their progress reviewed by the school. Parents and students concerned will be involved in a consultation process prior to any decision.
10.6 Withdrawal Procedures
Parents must notify the Registrar Office (registrar@xwa.edu.sg) and the relevant sectional office (EYPY Office: eypy@xwa.edu.sg /
SY Office: syoffice@xwa.edu.sg) as far in advance as possible of the expected withdrawal date. In any event, notification must be provided at least sixty (60) days before the intended last day of attendance. This allows sufficient time to coordinate the necessary student records and transcripts. The Registrar Office will inform the family of the outcome of the withdrawal within 4 weeks of the request.
The School Registrar Office coordinates the gathering of appropriate records and ensures that the divisional Principal, subject/classroom teachers, librarian, finance and counsellors are informed of the student’s withdrawal. Parents will be notified in case of outstanding books, fees and/or fines. Records will not be released by the school until all items have been cleared and any outstanding fees paid. Parents who wish to hand carry student’s records to the next school may do so. If they are unable to collect the records prior to school departure, they should leave their forwarding address and a self-addressed, stamped envelope at the earliest possible date with the Registrar Office.
For the full list of withdrawal procedures, do visit page 6 of the Important Admission & Enrolment Information document.
10.7 Permission Forms
Parents should please note carefully when signing and agreeing to the conditions in the School’s Admissions Forms, Terms and Conditions. There are times during the year, when the school may send out additional forms for parental permission for a variety of activities. Permission forms may be sent out to allow students to be off campus, or be at home, during selected times. These forms must be authenticated by a parent or legal guardian before any student is allowed to participate in any designated activity.
10.8 Student Support Services:
For the full list of student support services, do visit page 9 of the Important Admission & Enrolment Information document.
English as an Additional Language (EAL)
To cater to students whose first language is not English, we provide a rigorous English as an Additional Language programme (EAL) that is robust, comprehensive and personalised. Using the WIDA Framework for Standards, along with Sheltered Instruction strategies (SIOP) formative and summative data, we ensure that all children acquire the essential English language skills required to fully access the curriculum and available programmes.
Home Language Programme
The Home Language Programme aims to support our students in preserving and advancing their linguistic abilities while providing them with an opportunity to stay connected with their culture and heritage. We offer the Home Language programme for students from Pre-K to Grade 5, using two approaches:
-
After-school programme (Japanese, Korean, Chinese (Mandarin), French and Spanish);
-
Within the school day programme (Japanese).
Learning Support (LS)
XCL World Academy provides a Learning Support (LS) programme for students who require low-level support in order to be successful in the mainstream classrooms. This programme has specific qualifications and guidelines as XCL World Academy maintains a strict proportion of those requiring support for the benefit of all students enrolled in school. More information may be requested from the LS Department and/or school administration in order to determine the best assistance for student learners.
Guidance and Counselling Services
School counselling services promote the personal, social, emotional and educational development of students through proactive programmes, curriculum input and personal counselling for XCL World Academy (Singapore) students.
School counselling is, by nature, a short term solution-focused model that supports students through the types of social and emotional issues regularly navigated in school years, and can also serve as a first step for students who would benefit from additional professional services outside of school. School is not an appropriate setting for ongoing therapy due to loss of academic time, frequent special events which would interrupt scheduled counselling sessions and the different confidentiality boundaries within a school setting.
The school counsellor helps students process new experiences, develop resilience and learn skills to manage personal difficulties. The school counsellor is not responsible for students’ mental health and will inform parents if he/she feels there is a need for additional mental health support.
The counsellor also monitors trends, identifies themes and generally observes needs arising within the school community that may then influence topics covered in the curriculum or result in different programmes being offered in school.
Students are encouraged to contact the counsellor personally to schedule private meetings, which should be arranged preferably outside of class time when possible. The counsellor is also available for casual student drop ins before and after school and at break and lunchtimes.
The counsellor works closely with other welfare staff but maintains student confidentiality unless there is a direct risk element to doing so.
10.9 Professional Outsourced Support
Counselling, learning needs screening, extra tutoring, or a learning coach (at the parent’s expense) may be recommended if a student is having difficulty making academic progress, or is experiencing social or developmental challenges. Parents should comply with such professional recommendations, as they are only ever made for the benefit of the student.
10.10 Concerning Confidentiality
Any counselling or mentoring programme initiated by the school will have clearly understood boundaries of confidentiality. Any information divulged through the counselling or mentoring programmes required to be addressed by the school will be treated as confidential within those involved, except when a failure to disclose information would be detrimental to that student’s wellbeing or education; or would mean that the school would be in breach of the law.
10.11 Toilet Training Policy
At XCL World Academy, we expect all students enrolling from Pre-Kindergarten onwards (aged 3 and above) to be fully toilet trained. This means that students are able to independently identify and communicate when they need to use the toilet. Children must be independent in taking care of all their bathroom needs.
Specifically:
-
Children must wear traditional underwear to school, not pull-ups or other absorbent undergarments.
-
Children must be able to independently recognize the need to use the toilet and get to the toilet in a timely manner without having "accidents".
-
Children must be able to get on and off the toilet without assistance from an adult.
-
Children must be able to use the toilet provided by the school without the help of a potty chair or training seat.
-
Children must be able to pull pants up and down on their own.
Enforcement:
-
In the event of frequent "accidents" or the recognition that one of the above criteria is not being met, a meeting will be scheduled with the parents, teachers and administration to discuss whether or not a consistent routine has been established. If it is determined that a consistent routine has not been established, the student will be asked to leave the programme until they are able to meet the criteria.
-
When the parents believe the child has established consistent bathroom routines, a meeting with the teachers and administration will be scheduled to determine if a successful level of independence has been reached and if the child is ready to re-enter the programme.
10.12 Communication
Open communication from parents is welcomed. Depending upon preference, parents should feel free to communicate via email, telephone, note or face-to-face. For general day-to-day communications with a teacher, in Early Years and Primary Years, parents can use Seesaw.
The school provides opportunities for parents to communicate directly with the teachers and the administration. This includes through email and various platforms. The school also arranges information sessions and workshops, Student-led Conferences and Parent-Teacher Conferences.
Given the busy schedule of school life, it can sometimes be difficult to arrange an immediate appointment during the school day, however, if urgent questions about the school or its procedures arise, please contact the homeroom teacher.
The school has an escalation sequence to address matters of concern. Please refer to the following:
-
If there is a question about individual behaviour or progress in a particular class, please contact the relevant subject teacher or your child’s homeroom teacher.
-
If there is a question about curriculum or instruction in a particular class or subject area, please contact the class or subject teacher.
-
If there is a question regarding information or questions about the curriculum or programme related matters please contact the respective programme coordinator (PYP, MYP, DP and AP) If the question or concern is not answered or resolved as above, please contact the respective Principals.
When emailing the school, particularly a teacher, be aware that an immediate response is not usually possible. However, you can expect to be contacted within 24 hours on working days during the academic year.
It is advisable to address emails that require teacher action to only one person, so that the matter can be addressed directly. Adding someone,
e.g., Homeroom Teacher, in CC means you wish them to be informed of the matter but do not anticipate them taking any action. It is assumed the person
to whom the email is addressed is the person acting upon the email content.
10.13 Technology Platform
The school utilises four main platforms for parent and student communications:
POWERSCHOOL is the main school platform. School attendance and school reports can be viewed through here. Parents will be provided a password to access the platform.
SEESAW is a student portfolio platform that is used by students and teachers in Early Years through to Grade 5. Parents can access the platform and view student’s classwork. The platform can also be used for communication between parents and homeroom teachers.
MANAGEBAC is a management platform for teachers and students that provide an overview of curriculum planning, student assignments and assessments
in Pre-Kindergarten through Grade 12. The platform also allows communication between parents and subject teachers, including regarding absence
from school.
SCHOOLSBUDDY is used to manage activities, field trips, Parent Teacher Conferences and Student-Led Conferences.
In addition:
SCHOOL EMAIL: The school provides every student with a personal Google mail account, recognisable by the @xwa.edu.sg address. This account is an essential communication route between students and teachers, especially as it integrates with a range of Google applications that are in frequent use
in the classroom.
SCHOOL WEBSITE: The School website provides general information and details of major events, recent news and up to date curricular and
school information.
11.0 SCHOOL TIMINGS, PUNCTUALITY AND ATTENDANCE
11.1 School Hours
Grade / Areas | Time |
|---|---|
Morning Staff Supervision | 8:10 am - 8:30 am (in designated areas) |
Hallways / Classrooms open | EYPY 8:20 am / SY 8:20 am |
Nursery - Grade 5 | 8:30 am - 3:30 pm |
Grade 6 - 12 | 8:30 am - 3:30 pm |
The regular school week is Monday through Friday, with occasional weekend special events. Extra-Curricular Activities (ECA’s) are usually 3:45 pm - 4:45 pm. Faculty and staff will participate in professional development and academic planning activities each week, conducted after school on Wednesday afternoons. Consequently, ECAs are available on Mondays, Tuesdays, Thursdays and Fridays (ie. four days each week), during the ECA seasons.
Some special events, organisations and clubs or sports teams may extend longer. Parents will be notified of any extensions at the time of registration. While most ECA’s or school teams are at no cost, to increase the choice of ECA offerings to our community, XWA uses private vendors to provide additional activities. These vendors will charge parents a service fee.
A schedule of other schools events is always included on the events calendar located on the school website. We post reminder signs throughout the school to announce events such as concerts, exhibitions or parent coffee mornings.
11.2 Morning Arrival
Early and Primary Years
Students should not arrive at school before 8:10 am. Supervision is not available before this time. XCL World Academy staff are on duty for morning arrival from 8:10 am - 8:30 am in designated areas.
The doors are opened to enter hallways at 8:10 am for academic lessons to start promptly at 8:30 am. Prior to this time, students are to wait in designated areas before going into the buildings/ classrooms. Early Years students arriving by bus are taken directly to the Early Years learning pods, while bus students in Grades 1-5 are directed to designated, supervised areas.
If a student arrives any time after 8:30 am, they must report to the EY/PY office and collect a late slip. Their tardiness will be noted in the online attendance system. This is an important security step – we must know at all times who is or is not on campus in case of any emergency.
Secondary Years
Security guards manage gate entry and parking. The school doors are opened to allow students to enter the hallways at 8:20 am and students must be in their Period 1 classroom by 8:30 am attendance will be taken.
If a student arrives any time after 8:45 am, they must report to the SY office and collect a late slip. Their tardiness will be noted in the online attendance system. This is an important security step – we must know at all times who is/isn’t on campus in case of any emergency.
DP students who do not have lesson P1 are expected to arrive in school by 8:30 am and then proceed to the G11/12 Student Lounge.
11.3 Afternoon Dismissal
Early and Primary Years
Nursery to Grade 5 students are dismissed at 3:30 pm. All students must be promptly picked up from the pick-up area or will be led by XCL World Academy staff to their assigned bus. Students who are not picked up by 3:40 pm will be held in the Early Years and Primary Years Office.
Please inform the homeroom teacher at least a day in advance if your child is to go home in any way different from their normal routine. If changes occur during the school day and a student is to depart in some way other than usual, please inform the appropriate divisional office Secretary in addition to the homeroom teacher.
Students with other transportation arrangements should also leave the campus immediately unless participating in a supervised activity or using the Library for study purposes.
Although we understand that some students will walk home, bike or take public transport, the school requires students in Grade 2 and below to either be accompanied by a Parent or an older sibling (Grade 3 - Grade 12). Parents must inform the school in writing if their child in Grade 2 or below will be traveling unaccompanied.
Extra-curricular activities (ECA) run from 3:45 pm to 4:45 pm. Students must be met promptly at the completion of the activity by a parent or guardian by 4:45 pm. Students taking the bus must make their way promptly to the bus bay in order to facilitate timely departure of buses. Students who miss their ECA bus will be asked to make their own arrangements for transport home.
Secondary Years
SY students are dismissed at 3:30 pm. Students taking the bus must make their way promptly to the bus bay in order to facilitate a timely departure of buses. Buses will leave on time; students missing a bus due to late arrival (after 3:42 pm) to the bus bay will be asked to arrange their own transportation home.
Students with other transportation arrangements should also leave the campus immediately unless participating in a supervised activity or using the Library for study purposes.
After school activities run from 3:45 pm - 4:45 pm. Students taking the bus must make their way promptly to the bus bay in order to facilitate a timely departure of buses. Students who miss their ECA bus will be asked to make their own arrangements for transportation home.
Secondary Years students are allowed to use the Library to study and engage in research from 3:30 pm - 4:30 pm, Monday to Thursday. However, remaining after school for socializing on the fields or in the hallways is inappropriate. Teachers are expected to question students as to the reasons they are in the building after school hours. Any concerns related to this are to be reported to the Dean of Student Life.
General
Note that the main lobby is not to be used as a social meeting place for students.
The campus is closed on Saturday and Sunday to students, except when events or practices are scheduled and there is continued supervision by the sponsoring teacher.
If supervised by a parent or guardian, students may appropriately use the field and/or the playground spaces around the field or on the courtyard after hours if these are not already in use, with the exception of the front EY playground.
Although it is an inviting space, the Early Years pod areas are not to be used during or after classroom hours as this is an established/organised teaching and learning space.
For complete clarity: No students are allowed on campus before 8:00 am and after 5:00 pm unless they are in an activity supervised by an XCL World Academy staff member.
11.4 Attendance Policy
The school encourages all its students to be regular and punctual for their daily classes. Please note the attendance requirement and leave application guidelines as mentioned below:
-
All students on a Student Pass should have a minimum attendance of 90% per month. Immigration and Checkpoints Authority of Singapore (ICA) will be notified by the school whenever a student on Student Pass has a monthly attendance of less than 90%.
-
Student Pass Holders who miss 7 consecutive days of class will be liable to having their student pass cancelled with effect from the 8th day, and the letter of cancellation will be sent to the student’s place of residence in Singapore as registered with the School.
-
All non-student pass holders should have a minimum attendance of 85% per month.
-
Any absenteeism should be supported by medical certificates / approved student leave.
11.5 Punctuality
The hallways / classrooms are open at 8:20 am. Students are expected to be in class on time for lessons to begin at 8:30 am. Punctuality shows respect for others, classmates and teachers. Tardiness affects not only the student who is late but disrupts the learning of others. Parents are requested to emphasise the importance of being on time with their child. Repeated lateness can result in after school detention or loss of free time as a consequence.
11.6 Absences
Students are encouraged to be present regularly throughout the year to fully participate in the academic programme. Extended holidays and vacations interrupt and impact the students’ educational progress and routine. If a child is absent due to illness or any other reason, parents should phone or email the divisional office Secretary to report their absence. Teachers will then update that information on Powerschool which is a portal used to monitor attendance.
11.7 Planned Absences Other Than School Holidays
It is the school’s philosophy that attendance at school is of primary importance. However, there are times when an absence is unavoidable. In such cases, the parent is to contact the school in advance whenever possible. Assignments and assessments may not always be available in advance and may have to be completed when the student returns. Students are responsible for completing assigned class work when out of school for non-holiday reasons.
In all cases of absence, students are responsible for catching up with missed class work that was assigned when out of school.
If a student is absent for more than 9 days in a semester or 20 days in an academic year, the school has the right to consider retaining the student in the same grade if the absences are deemed to have affected progress and readiness for the next grade.
11.8 Attendance Monitoring Process
-
All teachers enter their class attendance on Powerschool between 8:30 am - 8:45 am daily.
-
The Divisional Secretary checks attendance entered at 8:55 am daily.
-
Teachers who have not entered attendance by 9:15 am will receive an email notification from the Divisional Secretary to complete any outstanding attendance.
-
By 9:45 am, parents / guardians of absent students will receive an email notification via Powerschool that their child is absent from school.
-
Parents can view attendance through the Powerschool portal.
Intervention Measures for Non-Attendance / Lateness
Students who display non-attendance / lateness behaviour will be considered as misbehaviour.
11.9 IB Examination Leave
Grade 12 students are not expected to attend normal school lessons during the 3 weeks of IBDP examinations in May of a cohort’s final year. Students will not return to normal school after the IBDP final examination.
11.10 School Cancellation
Should it be necessary to close school at short notice (for example, due to severe weather, national emergency), the school will notify parents via email. Should you have any concern, please check school communications e.g. email before calling the school office.
Where possible, student learning will continue via online platforms including Seesaw and ManageBac.
11.11 Visiting Students
Visiting the school as a temporary student for one-day is only permitted with permission of the Principal. Requests must be made at least five days in advance, and all visitors must identify a currently enrolled student who will be responsible for him or her during the time spent in school. The accompanying student is also responsible for ensuring that teachers are informed ahead of time to ensure that their visit causes no disruption to lessons. Visiting students will need to always wear their visitor badge. Please note that at certain times in the school year, the school may not be able to accommodate student guests.
11.12 Staff Training and Professional Development
There are times when teachers must be absent from school to attend training. Additionally, the School arranges days for training in order to keep up to date with curriculum information, teaching practice and planning for curriculum. These professional development days are marked on the school calendar and school is closed for students.
12.0 DIVISIONAL OVERVIEW
Early Years & Primary Years (Nursery-Grade 5)
As an International Baccalaureate (IB) school, we are guided by the Primary Years Programme (PYP) Standards and Practices. As such, the Primary Years will:
-
Establish a firm foundation in the core subjects of Language (English Language Acquisition), Math, Social Studies and Science (through the Units
-
of Inquiry);
-
Enrich the curriculum through Specialist classes that connect to the Units of Inquiry including Language Acquisition (Mandarin, French and Spanish),
-
the Arts (Music, Visual Arts, Drama and Dance), Information Literacy and Technology, Personal, Social and Physical Education;
-
Enable students to promote their own international mindedness through the Learner Profile and the opportunity to take action;
-
Respond to the individual intellectual, physical, emotional and social needs of students;
-
Use benchmarked standards.
12.1 Early Years and Primary Years Organisation:
The Primary Years schedule allows students to experience a curriculum that combines the core subjects with Specialist classes in a transdisciplinary approach, a hallmark of our curriculum. An effort is made to arrange a balance in specialist classes to maintain core-learning time, while giving students some enrichment each day within the 5-day cycle.
Assemblies are a wonderful opportunity to showcase learning. These school gatherings allow us to celebrate the XWA Core Values and attributes of our Learner Profile, promote school spirit and celebrate the academic accomplishments of students. These events support student confidence and stage presence in addition to learning positive audience behaviours. Parents will be notified of assembly dates and are always welcome and encouraged to attend assemblies.
12.2 Curriculum:
Students from Pre-Kindergarten to Grade 5 follow the IB’s Primary Years Programme (PYP) which is a philosophy of education into which the curriculum fits. The PYP is inquiry-based with a transdisciplinary approach and aims to develop five essential elements:
Learner Profile & Attributes are the dispositions that are the expressions of values, beliefs and feelings about learning, the environment and people including appreciation, commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect and tolerance.
Key Concepts are the powerful ideas that have relevance within the subject areas. These overarching ideas transcend individual subjects and link the programme, enabling students to explore and re-explore them to gain an in-depth, coherent understanding.
Skills are taught as we recognise that in the need to be lifelong learners, we must equip students with the necessary skills for learning. The skills emphasised within the programme include thinking skills, social skills, communication skills, self-management skills and research skills.
Knowledge is the significant and relevant content that we believe students should explore and know. This element has six discrete subject areas including Mathematics, Language (English, Mandarin, French and Spanish), Social Studies, Science, PSPE (Personal, Social and Physical Education) and the Arts. Each of these subject areas then further outlines the overall expectations at each age range. These six subjects are then encompassed by six transdisciplinary themes that are considered essential to international education. These themes are covered each year, in every grade level (with the exception of Pre-K and K1 which cover four per year) through integrated Units of Inquiry and include Who We Are, How We Express Ourselves, Where We Are in Place and Time, How the World Works, How We Organise Ourselves and Sharing the Planet.
Action is the final essential element and it is the demonstration of deeper learning through responsible behaviour. Action is how students show that they have put the other four essential elements together in their own lives and done something with the skills, knowledge, concepts and attitudes they have learned.
In the Early Years (Pre-Kindergarten to Kindergarten 2), the PYP essential elements are bolstered by a play-based approach, which uses the environment as a teacher. These first years of formal schooling are critical to a child’s development as they explore early literacy, numeracy and the world around them through science and social studies concepts. Hallway spaces are used for creative play and are not just for entertainment but connect to learning and the Units of Inquiry. Small group and individualised learning are integral to developing skills at the student’s own pace.
12.3 Early & Primary Years
Why is Early Years learning so important?
Shaping those first five crucial years is a shared responsibility between parents and early childhood educators. Many decisions have to be made. Many questions should be asked to ensure your child has an outstanding introduction to the world of education.
In particular:
-
This period may be the child’s first experience of school.
-
Brain development in the first five years is crucial to future success and development.
-
Early Years is the most important time in a child’s life. A structured, personalised learning environment supports their natural thirst for learning and encourages future risk-taking and development.
-
The Early Years lay the foundations for a continued love of learning.
What learning environments at XCL World Academy support Early Years learning?
The learning environment is crucial, with research identifying its significance as the ‘third teacher.’ At XCL World Academy, the Early Years team is constantly thinking of ways to modify the environment to facilitate new experiences, to provoke higher levels of engagement and to reflect children’s shared ownership of the learning spaces. There are:
-
Specialised spaces: art, music, and physical education rooms
-
Indoor heated swimming pool
-
Indoor and outdoor open spaces for discovery, structured and unstructured play
-
Areas for dress-up, performing and sharing
-
Early Years specific outdoor play spaces and equipment
What defines the Early Years at XCL World Academy?
In the Early Years at XCL World Academy, we define an outstanding programme as one that lays the foundations for a love of lifelong learning. We do this in many different ways. First and foremost, we build relationships in a safe and welcoming environment. We know that a child’s emotional and social well-being is shaped from a very early age and we recognise and value this. We know that children who feel secure are most likely to become the most confident of learners. An outstanding programme recognizes the importance of academics but that authentic understanding can only be achieved through developmentally appropriate practice. An outstanding programme recognises that a young child’s social, emotional and physical development is just as, if not more, important than the academics.
We believe in a child-centred approach where children’s interests and their developing understandings drive the learning forward. Children are seen as unique individuals with strengths and abilities that are continually developing and we observe and support this in an age appropriate way. Teachers facilitate and provide resources. Independence is encouraged and those early skills which become the basis of Maths and Language development are planned for
and supported.
Children are engaged in play-based experiences that allow them to make connections to what they already know and take them beyond that to wonder and theorize. Alongside teachers, they are co-constructing meaning about the world around them.
Play-based learning allows children to learn through a balanced range of experiences, explore their curiosity, and build confidence. Using websites such as GoNoodle, students are encouraged to be mindful, active, and have fun. Science, Technology, Engineering, and Mathematics (STEM) are also integrated into the learning experiences that take place. STEM integration from the earliest age supports technology literacy among children alongside balanced activities.
When planning, we look at natural units of work the children are already doing - they are already doing math, science, and technology - and bind them together under one programme with a common project and focus.
Why is Primary Years learning so important?
The Primary Years of schooling continue to build upon the foundations set in the Early Years. During the primary stage of education, children are developing an understanding of themselves as learners, they are establishing routines and habits of mind. They are also developing skills, knowledge and understandings that will follow them through their schooling careers.
What learning environments at XCL World Academy support Primary Years learning?
Our learning environments are designed with inquiry in mind. Teachers and students utilise all areas as learning spaces.
Our Primary students have access to the following:
-
Japanese Home Language classroom: Kindergarten 2 - Grade 5
-
Language Acquisition classrooms (Mandarin, Spanish, French, EAL)
-
Visual Arts room
-
Chinese-English Bilingual Programme from PreK to Grade 3
-
Music room
-
Performing Arts theatre and pod spaces
-
Gymnasium
-
FIFA approved all-weather soccer field
-
Olympic size swimming pool
-
Tennis Court
-
Cricket / basketball practice nets
-
Digital Media Lab in the Innovation Hub
12.4 Teaching and Learning in Early Years and Primary Years
Foundation and objectives
We believe that student learning is best achieved when it is grounded in international perspectives, is inquiry-based, relevant to the real world and provided through integrated learning: where the learning is not confined within the boundaries of traditional subject areas but is supported and enriched by them.
International perspectives
XCL World Academy provides a programme which brings together the best practices from educational systems around the world. Focus is placed on the ideals of international understanding and responsible global citizenship.
Inquiry-based learning
Inquiry approaches to teaching and learning will build on student individual knowledge and interest.
It will emphasise 'learning how to learn' and 'how to find out'. Inquiry can mean: exploring, wondering, experimenting, collecting data and reporting findings, taking and defending a position, and solving problems in a variety of ways.
Integrated instruction
The subject areas of mathematics, languages, science, social studies, personal, social and physical education, technology, music, art, dance and drama are taught through integrated units.
By basing learning in local and global contexts, it allows us to reinforce the authenticity and relevance, as well as numerous connections between the subjects, facilitating more effective and meaningful learning.
STEM (Science, Technology, Engineering, and Mathematics) is integrated throughout our Early Years and Primary Years programme. STEM is not viewed as a separate subject or a subject for students identified as requiring enrichment. STEM is infused into everything we do.
Balanced & values-based learning
We are committed to providing outstanding international education through a balanced programme delivered across academics, sports and the Arts. Strong emphasis is placed on holistic development, to foster excellence in your child.
12.5 Language Programmes in Early Years and Primary Years
Language Programmes
The XCL World Academy World Language Programme focuses on four key components. They are:
-
English Language for Academics
-
Additional Language Learning (language acquisition)
-
English as an Additional Language Programme (EAL)
-
Home Languages (mother tongue) provision
Our language offerings provide outstanding language teaching and learning opportunities to ensure that we meet the needs of our diverse expatriate families.
English Language for Academics
English is the language of instruction at XCL World Academy and forms the core language programme across all courses. Given that in most cases future education and workplace requirements for our children will require strong English language skills, we focus across the subjects upon strong spoken and written English language development. From our Early Years and Primary Years Language programmes, students develop strong reading, writing, listening, speaking, viewing, and presenting skills.
Additional Language Programme
Additional language learning is a core component of being an international student. In the Early Years, all students undertake Mandarin learning, delivered by
a specialist Mandarin teacher in specialist Mandarin class time. From Grade 1 onwards, students have the option of continuing in Mandarin, or undertaking classes in Spanish or French. For Grades 1 to 5, this additional language class continues throughout the programme.
Language Choices and Procedures:
Language Choices (students transitioning from Kindergarten 2 to Grade 1)
-
Kindergarten 2 homeroom teachers will share Language Acquisition choices at the start of May with a Google form.
-
Grade 1 homeroom teachers and Languages teachers will receive confirmation of language choice for Grade 1 by 1st of June.
-
Any students flagged by Kindergarten 2 teachers as potential EAL students will take the WIDA test by the middle of May.
Language Choices (Grade 1 – Grade 5 new students)
-
Parents will be asked to fill in a form at the admissions level with their Language Acquisition choices.
-
Homeroom and Language Teachers will be informed of language choices. EAL students will take the WIDA test prior to or at the start of school in August.
-
Students in Chinese and English Bilingual classes will automatically be assigned to Mandarin for their Language Acquisition class.
Students changing from one language to another (Grade 1 – Grade 5)
-
Students in bilingual classes will automatically have Mandarin as the Language Acquisition choice.
-
An official request must be made to the PYP Coordinator.
-
A meeting between the parents/guardians and language teacher will be arranged if necessary.
-
If the change is approved, the administration will check for availability.
-
Final confirmation of the change will be communicated to parents, the Homeroom Teacher and the Language Acquisition teacher.
-
Students will only be allowed one language change in the Primary Years.
-
The child will start the new Language Acquisition class on the given date.
English as an Additional Language Programme (EAL)
In some cases, the international students who join XCL World Academy have wonderful potential and talent, however they have limited experience with the English language. For these students, beginning in Grade 1, they undergo our English as an Additional Language support programme, which focuses upon functional language development across listening, speaking, reading and writing.
Home Languages (Mother Tongue) Classes
XCL World Academy supports the maintenance and development of a child’s home language. We strongly encourage native language fluency maintenance whilst living abroad in support of family cultural connections.
Our current home language classes include French, Spanish, Mandarin, and Japanese from Grades 1 to 5 (depending on feasibility and demand). These are delivered by both teachers and external vendors that have been rigorously selected by the XCL World Academy team. Our home language programmes are specifically designed to provide students with a strong foundation in vocabulary, speaking, reading, grammar and writing.
Currently, Japanese home language is offered during the normal school day for Kindergarten 2 to Grades 5 students, and other languages are offered as
extra-curricular activities.
12.6 Teaching and Learning in the Secondary Years Languages
Students undertake the five-year IB Middle Years Programme (MYP) in Grades 6-10, and the IB Diploma Programme (IBDP) in Grades 11 and 12.
Through an enriched MYP and DP curriculum, XCL World Academy will:
-
Provide a varied programme of experiences and a firm academic grounding in Language and
Literature, Individuals and Societies, Science, Mathematics, Language Acquisition, Physical Education and Health, Design, and the Arts;
-
Enable students to gain an understanding and appreciation of Singapore and cultural diversity found in the XCL World Academy student body;
-
Encourage the excitement of discovery through activity-oriented instruction enabling students to reach their full potential;
-
Enhance students’ abilities to make sound independent decisions through classroom activities and advisor groups;
-
Encourage students to explore interests and ideas independently in and out of the classroom;
-
Assist students to understand their own needs, decisions, attitudes and behaviours.
Scheduling
The Secondary Years uses a block schedule of 60 academic subject periods over a ten day (Week A / Week B) timeframe, inclusive ofHomeroom time, and Personal, Health and Social Education (PSHE) time. Each period is approximately 65 minutes long; however, where relevant, periods can be combined into an 115-minute block.
Reasons for incorporating a flexible block schedule at the Secondary level include :
-
To increase the time that students spend in quality learning situations
-
To encourage the use of a variety of instructional models
-
To provide for more in-depth exploration of a topic
-
To offer a full and flexible Diploma Programme maximising the number of subject combinations for each DP student
-
To avoid the same lessons being ‘lost’ due to public holidays and other non-teaching days
-
To meet different subjects’ needs, such as different lesson lengths
-
To build in a regular study hall and literacy time to reflect and consolidate knowledge
-
To accommodate different learning needs
-
To broaden higher order thinking skills by manipulating information and ideas
-
To allow students to demonstrate their knowledge and understanding of concepts and content through alternative assessment
-
To facilitate substantive conversations with one another and with their teachers
-
To learn valuable research and organisational skills
Teaching and Learning
In order to allow for and maximize deep learning opportunities, teaching at XCL World Academy can be described as follows when compared with a more traditional approach :
From | To |
|---|---|
What the teacher does | What the student can do |
Teaching as telling | Learning as doing |
Covering the content | Understanding important concepts |
Mastery of facts and skills in isolation | Task that call for problem solving |
Absorbing knowledge | Expecting students to think critically and creatively
Requiring students
to demonstrate thinking skills.
Producing and using knowledge |
These changes in expectations for both the teacher and the student require that teachers use strategies that create an active learning environment in the classroom, and that students take responsibility for their own learning.
13.0 EXPERIENTIAL LEARNING PROGRAMME (ELP)
Overview
The Experiential Learning Programme (ELP) supports and enhances teaching and learning experiences to engage students in real-world issues and where students learn through experience and reflection.
The programme supports learning throughout the curriculum and also provides specific opportunities within the academic year for students to engage in experiential learning activities, connecting curriculum beyond the classroom in a variety of contexts.
These opportunities may include, but are not limited to, an ELP programme at the beginning of the school year in which students engage in team building activities, familiarisation with the IB programme, investigative challenges and cultural exchanges based within school and around Singapore. The programme may also involve the ‘Week Without Walls’ in which experiences are offered to students to engage in cultural exchanges, become involved in community based projects, develop interpersonal skills, investigate curriculum links, and explore aspects of the IB Learner Profile.
Although many ELP activities are already covered by the school fee structure, some ELP activities, such as ‘Week Without Walls’ will incur an extra cost for parents.
Purpose
Highly effective student learning does exist within subject-specific silos. As an aspirational world-leading international school, XCL World Academy will bind learning through three interconnected facets:
-
The written and delivered classroom curriculum
-
Real-world learning, delivered but not limited to camps and field-trips
-
Service and action
With a common focus, supported by theoretical, real-world contexts and social enterprises, student learning will be deepened.
The EYPY ELP as a programme is led by the PYP Coordinator who works directly with the EYPY Educational Leadership Team (ELT) and other staff members in setting up the programme, ensuring the three facets (curriculum, service and action, and ELP) maximise learning outcomes.
As all ELP experiences are a direct extension of learning, attendance in all ELP activities is compulsory.
14.0 EXTRA-CURRICULAR ACTIVITIES & PHYSICAL AND HEALTH EDUCATION
The Extra Curricular Activities (ECAs) are a very important part of our educational offering at XCL World Academy as they provide an opportunity to extend learning beyond the classroom walls and are in line with the IB’s approach to holistic education.
ECAs are offered Monday – Friday (except Wednesday) from 3:45 pm – 4:45 pm.
While most ECA’s or school teams are at no cost, to increase the choice of ECA offerings to our community, XCL World Academy uses private vendors to provide additional activities. These vendors will charge parents a service fee.
Physical and Health Education
Physical and Health Education (PHE)
The school requires all students to have a PHE kit and so be appropriately dressed for PHE and Swimming activities.
Guidelines for Physical and Health Education classes
Injury and illness
If students are unable to participate in PHE (including swimming) lessons:
-
In the first instance, parents must send an email to the PHE teacher and to the Homeroom Teacher explaining the reason for this; and
-
If they are unable to participate in more than one lesson, students must provide a letter signed by someone in the medical profession (doctor, physiotherapist etc.).
Transit to and from sports facilities
We occasionally travel off-site for some activities, competitions, and tournaments.
We trust that students will behave responsibly when representing the school, respecting other members of the public and listening carefully to staff,
especially when travelling on buses and crossing roads.
Swimming
The swimming programme is an integral part of the curriculum for Physical and Health Education and, as such, subject to appropriate monitoring and assessment procedures.
The school endeavours to take all reasonable steps to ensure the safety and welfare of all students when they take part in supervised swimming and
other water activities, such as diving, water aerobics, synchronised swimming, and water polo.
The school will:
-
ensure all students have the opportunity to participate in swimming and related activities at school.
-
ensure that all school swimming programmes are conducted safely
-
provide a safe and caring environment for students to learn to swim.
-
teach students to appreciate what is good practice in relation to the safety of themselves and others.
-
provide students with the knowledge and confidence to participate in aquatic activities.
Risk assessments for the use of pools, swimming, and water venues, including travelling to and from the venue and student changing supervision
are undertaken.
PHE kit for swimming
-
A swimming cap and fitted swimming costume/ trunks are obligatory. This is non-negotiable and unfortunately, if students do not bring these two items, the school will provide them for the lesson.
-
If you are concerned about your child having wet hair after lessons then please provide them with silicone, waterproof, swimming hats.
PHE safety
All PHE teachers have first aid training. When off-site they always have a first aid bag with basic supplies, such as ice packs and plasters, and a mobile phone so that they can contact school if there are any injuries.
To support PHE safety, students:
-
Must be appropriately dressed for the activity—those who fail to bring the correct kit and equipment will be provided by the school.
-
Need to bring their own safety equipment when advised to do so: for example, mouth guards or shin pads. Students and parents will be informed in advance of any additional equipment required.
-
Must follow the safety rules at the venue.
-
Must have suitable sports shoes.
-
Are not allowed to play with equipment before or after sessions without teacher permission and supervision.
-
May not wear jewellery, including earrings.
-
Should tie up hair that is longer than shoulder length.
15.0 REPORTING AND ASSESSMENT
15.1 Interim and Semester Reports:
Student progress is reported to parents regularly throughout the school year in many forms. Interim reports are issued every quarter, with more comprehensive reports issued every semester.
In Early and Primary Years, students must have completed a minimum of 30 school days in order to receive a report.
15.2 External Norm-Referenced Testing:
In keeping with our college preparatory mission to inspire academic excellence in all students, XCL World Academy collects a variety of achievement data on students every year to determine how the school programme is performing in relation to other like schools. The results of these standardised tests are shared with parents.
15.3 Parent-Teacher-Student Conferences (PTC) and Student-Led Conferences:
Early and Primary Years
Parent-Student-Teacher conferences are held at the end of Quarter 1 and are a time to discuss students’ progress early in the year, celebrating successes, identifying areas of growth, and reviewing goals together. We expect students to join these conferences in order to facilitate an open and constructive dialogue.
Student-led conferences are held at the end of Quarter 3 and are an opportunity for the students to celebrate their PYP journey across all aspects of the programme.
Additional meetings may be scheduled throughout the school year at the request of the teacher or parent. The special needs of some students require more frequent conferences with specific educational conditions defined in order to continue successful membership.
Secondary Years
One Secondary Years Parent-Student-Teacher conference is held each semester; this is a time to discuss students’ progress early in the year, celebrate successes, and identify areas of concern. We expect students to join these conferences in order to facilitate an open and constructive dialogue.
Additional conferences/conversations may be scheduled throughout the school year at the request of the teacher or parent. The special needs of some students require more frequent conferences with specific educational conditions defined in order to continue successful membership.
15.4 Promotion/Retention:
Students that successfully complete the objectives and student outcomes expected for a grade level are promoted to the next grade at the end of the year. Students that may need additional time to develop the skills needed for their grade level may be retained. Discussions will be held with the parents, the classroom teacher and the divisional Principal as soon as concerns about a student's success become apparent. The School is the final authority regarding retention.
15.5 Non-Continuance
Students failing to meet the academic and/or behavioural parameters and expectations of XCL World Academy can be denied continuance during the academic year, as deemed appropriate by the Divisional Principal in consultation with the Head of School. A student failing to meet programme requirements (exclusively getting scores of 1 and 2 on the Primary Years report; obtaining three or more scores of 3 or below on the Secondary Years report) will be places on academic probation. Students failing to achieve success the following quarter may be withdrawn from XCL World Academy. Letters of notification will be provided in advance if probation becomes necessary.
15.6 Assessment
Purpose of Assessment
XCL World Academy sees assessment as a tool to support and promote student learning and to accurately report student achievement. We believe that students and parents are entitled to consistent, valid and reliable assessment information across all grades, subjects and classes. Assessments of any form are designed to be indicators of learning. Assessments can promote positive student attitudes regarding learning while supporting intercultural awareness. From formative to summative, students are evaluated based on benchmarks, rubrics, and criteria that meet IB expectations.
Assessment Types
Two types of assessments are used for all learning: formative assessment and summative assessment. These are inherently linked and, as such, all assessments should be considered formative (i.e., it will be used to help students improve performance). Due to additional rigour and placement within the learning cycle for the task, some assessments are appropriate for reporting and are therefore, summative.
Formative assessment
Formative assessment is a process used to gather information and evidence of student learning in order to help students achieve their potential (assessment for learning). Such assessments may be informal (e.g., teacher/student discussions, completing practice questions, self-assessments, peer assessments, reflections, etc.) or more formal (e.g., student presentations, quizzes, written assignments, etc.).
Summative assessment
Summative assessment is a process used to gather information and evidence of student learning in order to provide achievement information regarding the expected standards. Such assessments are typically formally carried out (e.g., student presentations, written tasks, unit tests, etc.).
Summative assessment tasks contribute toward the XCL World Academy quarter and semester reports. Summative assessments are usually common to all classes, and marking is standardised among teachers with common criteria and rubrics.
15.7 Assessment deadlines
If a student is absent from school due to illness and misses an assessment, they must produce a medical certificate to support the absence and undertake the missed assessment/hand in the assessment on their first day back at school.
If a student is away from school due to a planned absence and will miss an assessment deadline, then arrangements must be made to hand in assessed work prior to the absence. If the absence involves students missing a scheduled test or examination, then the teacher will arrange for the test or examination to be taken when the student returns to school.
16.0 SCHOOL-WIDE BEHAVIOR EXPECTATIONS (to refer to appendix 4)
16.1 Philosophy, Rights and Responsibilities
This school aims to develop within our students the International Baccalaureate Organization (IBO) Learner Profile attributes. This means being balanced, reflective, inquiring, caring, knowledgeable, communicative, principled, open minded, a risk taker and thinker. Developing these characteristics is what makes us a contributing, internationally-minded citizen. The student behaviour guidelines are intended to create consistency across the school and throughout the school day (including riding the school bus/shuttle), while allowing common sense to determine the appropriate consequences for an action.
As a school, one of our responsibilities is to help students make good behaviour choices as part of their balanced development. We accomplish this by reinforcing positive behaviours, but also by correcting inappropriate behaviours in a way that is restorative and uplifting.
16.2 Student Rights and Responsibilities
The following is a statement of student rights and responsibilities. It is through mutual acceptance of responsibilities that rights exist. Assertive discipline works, whereas:
-
Every student has a right to a relevant education.
-
Every student has a responsibility to:
-
take materials to class
-
complete and turn in assignments on time and
-
give every task their best effort.
-
-
Every student has a right to be safe and secure in the school community.
-
Every student has a responsibility to respect the security of others and deal with conflict in an appropriate manner.
-
Every student has a right to expect reasonable and socially responsible behaviour from others.
-
Every student has a responsibility to treat themselves and others with respect by speaking and acting in a socially responsible manner
-
Every student has a right to a positive learning environment.
-
Every student has a responsibility to follow class rules by:
-
being seated by the time class starts
-
listening attentively and following directions
-
giving others an opportunity to learn
-
remaining in class until dismissed by the teacher
-
moving through the buildings in an orderly manner.
-
-
Every student has a right to be part of a school of which they can be proud of.
-
Every student has a responsibility to take pride in the school by helping to maintain the campus, the buildings, and all materials and equipment.
-
Every student has a right to his/her good name.
-
Every student has a responsibility to respect the reputation of others.
16.3 Behavioural Guidelines
XCL World Academy has guidelines for behaviour and consequences (see Appendix 4) that are intended to create consistency across the divisions, while allowing common sense to determine the appropriate consequences for an action. As a school, one of our staff’s responsibilities is to help students make good behaviour choices as part of their holistic character and learning development. We accomplish this by reinforcing the positive behaviours, but also by correcting behaviours that are not in a way that maintains dignity and allows for additional opportunities to “get it right”.
The student behaviour guidelines are intended to create consistency across the school and throughout the school day (including riding the school bus/shuttle), while allowing common sense to determine the appropriate consequences for an action. Consistently positive behaviour is expected of XCL students at all times on and off campus. However, we are restricted from investigating incidents that occur off campus, both physical and virtual. We can support students and/or parents by providing counseling and advice.
16.4 Detention, Suspension and Expulsion
When positive redirection attempts fail, and as incidents warrant including a disregard for classroom rules and/or handbook behaviour regulations, a variety of consequences, including suspension or expulsion may result.
-
In some instances, the loss of a specific privilege at school is a sufficient disciplinary consequence. This is determined by the severity of the misbehaviour and decided by the teacher, Divisional Principal, or an appointed designee.
-
Detention in the Secondary Years may be assigned during school hours during lunch or after school hours if necessary.
-
If assigned by a teacher, break, lunch and/or after-school detention is held in his/her classroom, with prior notice to the parent.
-
If assigned by the SY office, detention is supervised by a teacher on detention duty, with a prior notice to the parent.
-
-
Missed recess time in the Primary Years may be assigned during a break and/or lunch if necessary.
-
For more serious issues, suspensions can follow and may be issued as in or out of school as determined by the Divisional Principal.
-
The student is responsible for obtaining and completing any assignments during the period of absence due to suspension. Suspension does not mean that learning and achievement stop.
-
A student may not be on campus for any event during a suspension.
-
-
Indefinite suspension may be imposed after previous suspension(s) have not been effective in modifying student behaviour.
-
Immediate suspension and/or expulsion (mandatory withdrawal/exclusion from the school) may be warranted as a consequence for serious and/or repeated infractions. Expulsion excludes the student from ever being on the campus again and becomes a notice in the student permanent record.
The exclusion of a student will only be used as a last resort in response to persistent breaches of the school's behaviour policy or as a response to a grievous, serious incident.
All students are treated equitably and all decisions to exclude shall be consistent, reasonable, and fair.
A student will only be excluded following serious breaches of discipline or if the safety of students and/or school personnel may be harmed if the student remained in the school. Parents will be informed immediately in writing about a fixed period exclusion.
Before a student is excluded, other strategies (such as early intervention and student support plans) will be implemented to encourage the improved
behaviour of the student.
The school shall ensure that all excluded students are encouraged to participate at all stages of the exclusion process, considering their age
and understanding.
The school shall have in place a strategy for reintegrating students that return to school, following a fixed period of exclusion, and a strategy for managing their future behaviour.
16.5 Bullying
XCL World Academy defines bullying as student behaviour that is targeted, one-sided, malicious and intentionally repeated towards another student or students. Forms of bullying include, but are not limited to, physically hurting another person, social exclusion, name calling, gossip and rumours, stealing or breaking other’s property and harassment based on gender, ethnicity, race, etc. These are forms of bullying whether they occur in real-time or on the internet.
XCL World Academy has zero tolerance regarding bullying, which means that confirmed offences will result in disciplinary consequences including suspension and/or eventual expulsion from the school. There is no excuse for intimidating or harassing another person. We expect students to be respectful and considerate to others and others respectful and considerate to them.
16.6 Physical violence
All physical violence between students will result in an automatic suspension or expulsion from school in repeated or extreme cases. XCL World Academy has zero tolerance to physical violence.
16.7 Discrimination
All members of the school community will be treated respectfully regardless of gender, ethnicity and abilities. Sexual harassment is not acceptable. Be respectful of one another or choose not to attend XCL World Academy. If any person feels harassed, they should report it to any school authority for counsel and action.
16.8 Guidance and Counselling Services
Guidance counselling offers services that promote the personal, social, emotional and educational development of students. The Counsellors work closely with students, parents, administration and teachers to create a successful school experience for all XCL World Academy students. Counselling and guidance is often preventative in that it addresses the developmental needs of students before problems arise by connecting to the curriculum. When students experience periods of difficulty or on-going behavioural support is required, Counsellors provide support by assessing student needs, recognising their abilities and forming strategies to help them achieve their potential.
16.9 Academic Integrity/Honesty
Trustworthiness is an important value at XCL World Academy as students are expected to demonstrate trustworthiness both inside and outside the classroom. Academic integrity is an embodiment of this value.
Academic integrity is fundamental to the process of learning and students are expected to hold themselves responsible for the highest standards of personal integrity. Students must adhere to the rules prohibiting academic dishonesty and to resist peer pressure to violate these high standards of integrity. Students must all share the responsibility for creating and maintaining an atmosphere of honesty and integrity at XCL World Academy.
A student who violates the academic integrity standards of this school is one who engages in any act, or attempted act, designed to give unfair advantage to him/herself or someone else.
Violations of academic integrity include, but are not limited to, the following:
-
Cheating:
-
Using any visual, oral, or electronic aid or assistance on an assessment without the teacher’s permission; aids include calculators, cell phones, notes, computer files, the internet, etc.
-
Allowing another person to do your work; this includes parents, tutors, siblings or another student
-
Working with other students on any assignments without the teacher’s permission
-
Copying from another student or allowing someone else to copy from your work
-
-
Plagiarism:
-
Submitting an assignment claiming to be the student’s original work, which has wholly or partly been created by another person
-
Presenting work, ideas, representations, or words of another person without customary and proper citation of sources
-
Submitting a paper, examination, or assignment that contains data or conclusions which, upon questioning, the student cannot explain, support, or demonstrate direct knowledge.
-
Using photographs or other digital media without practicing fair use
-
Paraphrasing of others' work which contains specific information or ideas and which is not properly cited
-
-
Academic Misconduct:
-
Stealing, reproducing, and circulating any information about tests and quizzes o Stealing, destroying, defacing or hiding library materials with the purpose of keeping them from others
-
Inappropriately accessing, or attempting to access, students’ academic records
-
-
Fabrication/Falsification:
-
Making up information and presenting it as facts
-
Citing sources in a bibliography not used in an academic assignment
-
Inventing data or source information
-
-
Obtaining an Unfair Advantage:
-
Retaining, possessing, using or giving away exam materials without the teacher’s permission
-
Intentionally interfering with another student's work
-
Doing anything with the purpose of creating or obtaining an unfair academic advantage over other students' work
-
Stealing, changing, or destroying another student’s work
-
-
Helping others be dishonest: Being an accessory to academic dishonesty:
-
Helping others to do any of the things mentioned above
-
Allowing other students to copy from their papers during any type of assessment
-
Providing information about test questions before an examination
-
Intentionally or knowingly helping, or attempting to help, another to commit any act of academic dishonesty
-
-
Changing Documents and Permission Slips:
-
Changing any school documents concerning grades, date of submission of an assignment, etc.
-
Forging anyone’s signature or giving any false information of any kind including permission. This includes both teacher and parent signatures
-
Changing a graded assignment after it has been returned to the student, and then submitting the work for re-grading, in an attempt to claim
instructor error
-
-
Looking at or Tampering with any Official School Documents:
-
Viewing or altering school computer records
-
Modifying or deleting files from the assignments or transfer folder without permission o Modifying computer programs or systems
-
Interfering with the use or availability of computer systems or information
-
Consequences:
Any violation or suspicion of violation will be reported to the respective Heads of Grade,
Curriculum Coordinator and the Dean of Student Life for immediate action and parent notification.
There are two classifications of consequences that may be imposed for an academic integrity violation: Academic and Administrative. Academic consequences are those actions related to the coursework and/or assessments, which will remain a fair and judicious prerogative of the teacher. Administrative consequences concern the continuation of student status at XCL World Academy and are determined by the Leadership Team. The imposition of either an academic or administrative consequence will not preclude the additional imposition of the other. If repeated, a student may be asked to withdraw from school membership.
17.0 GENERAL CAMPUS RULES AND REGULATIONS
17.1 Leaving Campus
Students are to remain on campus at all times during the school day. Security will not permit a student to walk-off campus without a written notification pass from the school office. If students need to leave the campus for health reasons, the School Nurse will notify a parent.
Students cannot excuse themselves from the school campus. If a parent wishes to take their child out of school before the regular dismissal time, the parent must notify the appropriate division level office Secretary:
-
Early Years and Primary Years: eypyoffice@xwa.edu.sg or +65 68087313
-
Secondary Years: syoffice@xwa.edu.sg or +65 6808 7312
A student may be picked up from the Reception, Divisional Office or the Health Office at a designated time. Parents should not go directly to the classroom and interrupt instructional time to pick up a child.
For safety and security reasons, all students leaving (and arriving on) campus must check in/out the divisional office.
17.2 IBDP Student Privileges
Students in Grades 11-12 are allowed off campus only with permission from parents and the school. Students may also use the Parent Café and My Deli. It should be noted that these concessions to school practices are ‘’privileges” and are allowed at the discretion of the Principal.
Grade 12 students may be allowed to leave campus between the hours 11:50 am and 1:50 pm (Monday - Friday). Each leave must be approved by the DP Coordinator and is granted under the following conditions:
-
Students do not miss any lessons during the allocated exit times.
-
Students are up-to-date with all work in all subject areas.
-
Students demonstrate exemplary behaviour, as outlined in the behaviour expectations in the Student-Parent Handbook (including when off campus).
-
Students will need to collect a personalised ‘Exit Pass’ from the Secondary Years Office. Students will need to show the Exit Pass to security upon leaving and returning.
-
The exit pass expires weekly. Students will be granted a new exit pass providing they have met the aforementioned criteria.
If students fail to meet these conditions, this privilege will be revoked immediately.
17.3 Skipping Class
Skipping class or school events/ activities, including those held after school, is a serious offense as it impacts the learning potential of the student. As well as the academic consequences, students will be allocated behavioural consequences and the incident(s) documented in the student’s file. Parents will be informed by the class or homeroom teacher. A student is regarded as having skipped class if he or she is in school but misses a scheduled class without notifying the Head of Section or the teacher.
17.4 Secondary Years - Supervision Before, During and After School
Morning:
Security guards manage gate entry and parking. Before Homeroom begins, students are allowed in the Learning pod on each floor but no direct supervision will be provided before 8:10 am.
Students must be in their Homeroom classroom by 8:30 am. Attendance will be taken and latecomers will be marked late.
If a student arrives any time after 9:00 am, they must report to the SY office and collect a late slip. Their tardiness will be noted in the online attendance system. This is an important step in ensuring the safety of all students – we must know at all times who is/isn’t on campus in case of any emergency.
DP students who do not have lesson P1 are expected to arrive in school by 8:30 am for homeroom and then proceed to the G11/12 suite.
Note that the main lobby cannot be used as a social meeting place for students.
Afternoon:
SY students are dismissed at 3:30 pm. Students taking the bus must make their way promptly to the bus bay in order to facilitate a timely departure of buses. Buses will leave on time; students missing a bus due to late arrival to the bus bay will be asked to arrange their own transportation home.
Students with other transportation arrangements should also leave the campus immediately unless participating in a supervised activity or using the Library for study purposes.
After school activities run from 3:45 pm to 4:45 pm. Students taking the bus must make their way promptly to the bus bay in order to facilitate a timely departure of buses. Students who miss their ECA bus will be asked to make their own arrangements for transportation home.
Secondary Years students are allowed to use the Library to study and engage in research from 3:30 pm – 4:30 pm, Monday to Thursday. However, remaining after school for socialising on the fields or in the hallways is inappropriate. Teachers will question students as to the reasons they are in the building after school hours. Any concerns related to this are to be reported to the Dean of Student Life.
Note that the main lobby cannot be used as a social meeting place for students.
The campus is closed on Saturday and Sunday to students, except when events or practices are scheduled and continually supervised by the sponsoring teacher.
If supervised by a parent or guardian, students may appropriately use the field and/or the playground spaces around the field or on the courtyard after hours
if not already in use, with the exception of the front EY playground.
For complete clarity: No students are allowed on campus before 8:10 am and after 5:00 pm unless in an activity supervised by an XCL World Academy
staff member.
17.5 Damage to School Property
Parents will be charged for all school property that is lost or damaged by their child. This includes but is not limited to damage to IT, lab and sports equipment.
17.6 Books and Supplies
Any required textbooks for learning are provided as part of the school tuition fees – but are distributed on a loan basis. Students are responsible for any book checked out in their name and must pay for any lost or damaged materials in order to receive a final report card, yearbook and/or withdrawal papers.
Students will be charged replacement costs for damage (deliberate or unintentional) to any school materials, including writing or graffiti.
Lost books should be reported to the class or subject teacher as soon as possible. The student account will be charged the cost of the book.
17.7 Lockers
Each student has an assigned locker for school day storage. Students should not keep valuable items in their locker as the school cannot monitor or be responsible for valuables that might go missing (including jewellery, money, mobile phones, games, etc.) Unfortunately, even in the best of schools, there are some who make poor choices and take what is not theirs. While the school may decide to try and find the culprit in case of suspected theft, it is expected that students do not bring valuables to school.
Note:
-
The school takes no responsibility for lost property from lockers or anything left unattended around campus;
-
The school will cut the lock if the student forgets the combination/loses the key,
-
or if it suspects inappropriate use of the locker;
-
All lockers must be emptied and unlocked at the end of each school year.
17.8 Mobile Phones and Other Electronic Devices
The use of school issued electronic devices supports teaching and learning in the classroom. To encourage the social development of our students, the use of these devices is restricted to designated locations and specific times. Should a student choose/risk bringing a mobile phone or other electronics to school, they must remain on silent mode. XCL World Academy will not take responsibility for replacing these item(s) if lost or stolen.
In the Primary Years, mobile phones and electronic devices (such as apple watches) are not needed during the school day. Phone calls should be made by the homeroom teacher in class or by the secretary in the office. If devices are out in use during the day, the student will be asked to put it in their cubby/bag. Upon further use, the device will be confiscated and can be picked up by a parent from the teacher/office. There are times when some kinds of personal mobile devices will be used to support learning during class time and the teaching staff will make it clear when it is appropriate to use such devices.
17.9 School Phone Use
In the Secondary Years, student mobile phones are not to be used during the school day (8.30am – 3.30pm) without express permission from the teacher or member of the Education Leadership Team.
Using the mobile phone is also not allowed to contact parents without express permission from the teacher or member of the Education Leadership Team. Staff hearing or seeing a mobile phone in use during class hours will confiscate it and turn it into the SY office where it can be collected by the student after school. In repeated offences (three or more in one semester), the phone will have to be retrieved by the parents.
If a mobile phone is at school, it should be silent and not visible. Should parents need to contact their child, they must go through the SY office.
Students bringing a phone to school do so at their own risk: XCL World Academy will not take responsibility for replacing these item(s) if lost or stolen.
17.10 Personal Property
A student is allowed to bring inexpensive items to school such as books or toys. Please do not allow your child to bring valuable items to school as the school will not be responsible for lost or damaged items. We kindly ask you to clearly label all your child’s belongings. Parents are responsible for having insurance cover for their child’s possessions.
17.11 Lost & Found
The school is not responsible for lost or broken items. Where items are found and handed in, there are places in a central location in the Canteen where they may be collected by the student. Therefore, it is essential that all items be labelled.
17.12 Dangerous Items
Students should not come to school in possession of anything which may pose a danger to themselves or others. Specifically, dangerous substances and drugs, knives, and other weapons, and/ or imitation weapons, are forbidden.
17.13 Gum
In an effort to maintain our facilities, XCL World Academy is a gum-free campus.
17.14 Smoking / Drugs / Alcohol
Smoking anywhere on campus will result in an automatic out-of-school student suspension. The same goes for any use of non-prescription drugs or any alcoholic substance which may also result in an expulsion. Vaping (use of e-cigarettes) is illegal in Singapore and anyone caught vaping and/or in possession of e-cigarettes on campus may be expelled from school. XCL World Academy is a smoke-free campus and all adult cooperation with this standard is appreciated.
17.15 Public Displays of Affection
As an international school which is home to students of many different cultures and ages. It is important that students demonstrate an attitude and behaviour regarding interpersonal relationships that is acceptable to people of various cultural and ethnic backgrounds. The school recognises that genuine feelings of affection may exist between students; however, public display of such affection on campus is inappropriate. Students should refrain from behaviour such as intimate embraces, and similar actions which might be offensive to our students, parents, faculty, and staff. This applies on campus, on school transportation, at all school events, and outside of school when in school uniform.
17.16 Pool, Gymnasium and General School Safety
Students are expected to abide by all pool, gym and other special spaces’ safety procedures explained by staff and supervisors. A student should never be alone or unsupervised in the pool, gym or other areas of the school.
17.17 Use of lifts
Elevator/lift access is generally not available to students. Parents or visitors can use the lift when accompanied by a staff member. The elevator will be accessible to teachers and staff with a staff ID card.
Students with a verified medical condition will be granted a temporary lift pass by the school nurse or the SY office. They may be accompanied by a maximum of 1 other student when using the temporary lift pass.
Lost lift passes (programmable smart cards) will be charged S$15.
18.0 TECHNOLOGY AGREEMENTS
All students will be informed of the expectations of responsible use, and will sign a responsible use agreement.
18.1 School Device Issuance Agreement (refer to Appendix 8)
18.2 Digital Behavior on School Devices and Network (refer to Appendix 9)
18.3 Digital Citizenship Responsible Agreement (refer to Appendix 10)
18.4 Consequences of Violations
-
First violation: Denial of access to the network for a week.
-
Second violation: Meeting with the Dean of Student Life to determine further consequence/ action to be taken.
-
Third violation: Meeting with the Divisional Principal and suspension from school; no further school access to the network.
-
Serious violations that reflect harm or slander to the school or a person’s reputation or name at stake may result in immediate expulsion from campus.
-
Some of the above consequences may be bypassed depending on the seriousness of the violation committed. The possibility of other disciplinary action with legal authority may also be taken as needed.
18.5 Student/Staff Safeguards
XCL World Academy is committed to safeguarding and promoting the welfare of children and young people. Ensuring that all students feel safe and secure is of utmost importance and will provide the platform needed to allow every student to achieve their full potential.
At XCL World Academy we expect that all members of our school community act with integrity and share our commitment to maintaining a safe schooling environment. All employees are subject to safe recruitment practices and receive annual safeguarding and child protection training.
We educate our students in ways to stay safe with the delivery of age-appropriate safeguarding and child protection themes through our Personal Social Health Education (PSHE) lessons.
XCL World Academy Staff carry out their responsibilities in accordance with the law, and in the best interests of the children in our case. All records relating to safeguarding and/or child protection concerns are stored securely with the designated safeguarding lead.
18.6 Student Work, Photo Usage and Identification
Parents who request their child’s picture, name or work not to be published internally or externally, including the school yearbook, must indicate it on the student contract. Photographs published on school web pages may identify only the individual students by first name, unless non-consent has been given.
18.7 Photographs and Images of Students
Each year, a professional photographer comes to school to take photos of all the children. These photos are made available to parents who are interested. The school will keep you informed of the dates and times for this event.
Unless the School receives formal written notification from parents to have a student’s images, work and video footage excluded from all media, parents agree to the school using students’ work, photographs and video footage of the student and other material for purposes such as publicising the school and its students’ accomplishments to internal and external audiences, including in print and online, and including on social media.
18.8 Misuse leading to damage or loss
Any damage or loss of any XCL World Academy device due to negligence on the part of the user will result in the user bearing the cost of repairs or replacement.
By acknowledging having received and read this Handbook, parents specifically confirm having read and understood Section 18.
19.0 SCHOOL UNIFORM REGULATIONS AND REQUIREMENTS:
The specified uniforms for school wear are available at the uniform shop (online) at XCL World Academy.
All staff have been asked to monitor student compliance with our uniform policy. Students who are missing an element of their uniform will be directed to the office where spare items may be loaned. Continual non-compliance of uniform policy and repeated borrowing of uniform items will be referred to the Dean of Student Life. Consequences may include lunchtime detention and afternoon detention. Students are reminded that they are ambassadors for XCL World Academy and as such should wear their uniform with pride.
We recognise and celebrate the diversity of our school community and wish to empower students to foster their individuality in all that they do. Equally we see the value in ‘togetherness’ that a well-worn uniform symbolises. To reinforce this we expect every student to wear their uniform appropriately, with a sense of pride and respect for all.
Special non-uniform dress days are planned throughout the year and announced through classrooms, homerooms and newsletters. These days are usually awareness raising days and Student Council sponsored events. All clothing worn on these days should be in keeping with the school policy and appropriate modesty is required.
Other clothing and outerwear may be worn to and from school but must be removed and stored in the locker upon arrival. Only the following items should be worn during a usual school day:
Early and Primary Years | Secondary Years |
|---|---|
Regulation polo shirt | Regulation XCL World Academy shirt with logo |
Regulation shorts or skirt | Regulation polo shirt |
Regulation jumper (optional) | Regulation house shirt |
Regulation hoodie (optional) | No visible shirt should be showing underneath |
Regulation school hat | Regulation XCL World Academy grey trousers/shorts for boys |
Regulation house shirt | Regulation XCL World Academy skirts/skorts/trousers for girls |
Optional XCL World Academy school-issued sweater/hoodie Any other clothing worn for religious/cultural purposes should be plain/neutral in school colours | |
G11/12 only: Blazer
XCL World Academy Tie (boys and girls)
Trousers for boys
Shirts should be tucked in (boys and girls)
|
Early and Primary Years | Secondary Years |
|---|---|
Black socks without any logos or colour | Black school shoes or sports shows as long as they are all black and logos should not be prominent. Shoes can be made from any material |
Black dress or sports shoes as long as they are all black and logos should not be prominent. Shoes can be made of any material | Black socks with no logo |
For PE, non-marking sneakers/sports shoes of any colour | For PE, non-marking sneakers/sports shoes |
For safety reasons, no open toe sandals or high heeled shoes are acceptable |
Personal Presentation
-
All jewellery and make-up must be discrete and appropriate for school.
-
Headbands, bows, ribbons, etc. should be school colors (red, black, grey, silver)
-
Visible body piercings and/or tattoos are not acceptable.
-
Nail polish colour should be subtle and nails of a natural length, practical for all school activities.
-
XCL World Academy hats must be worn for outside activities.
-
Unnatural hair colour should be subtle and appropriate for school (Bright/unnatural hair colours are not appropriate e.g. green, blue, pink, etc.)
-
All clothing should be modest in fit and length with no noticeable alteration made
Staff have the right to remind students of suitability and/or changes to uniform required if not in adherence with school policy.
19.1 Physical Education (PE) Uniform and Clothing
Students must wear the appropriate PE uniform and non-marking sneakers/sports shoes for PE classes, and appropriate swimwear on swimming days, as per the school uniform requirements.The PE Uniform is to be worn to school on PE and Swimming days. This includes the following:
-
Sports shoes with non-marking soles for all PE classes
-
Regulation XCL World Academy shirt and shorts uniform and school hat
-
School Swimsuit
-
No jewellery to be worn during PE and Swimming lessons for safety reasons
19.2 Personal, Social and Health Education
The school implements a Personal, Social and Health Education Programme. The programme is designed for students in a way that combines basic life skills with soft skills and social skills.
Students are expected to actively engage in the programme and associated activities. This would give rise to their development of proactiveness, confidence and responsibility for themselves and others.
The content of the PSHE programme addresses the following areas:
-
Peaceful resolution of conflict, social interactions, relationships
● Subject choices for school programs, careers, and university guidance
-
Health and sex education, drugs, and substance abuse
-
School life and family life
-
Self-awareness
-
Self-management skills
-
Citizenship, the global world, and diversity
-
Digital citizenship
The programme is a dynamic one, allowing us to address issues which arise throughout the year, either to support individual students who may not meet our community’s expectations, or to support groups of students when difficult situations arise. Exceptionally, we may also refer students to our Teaching and Learning or Wellbeing Team which can provide one-to-one support for students who may have difficulty integrating into our learning community. In such cases support will be provided to address specific areas of concern, as is necessary, this process may involve teachers, parents, counsellor, and administrators. This process could include the development of an Individual Education Plan, a negotiated structured learning map to address identified needs and/ or concerns. The team aims to promote healthy, positive life choices and thus integrate students into our community through shared understanding, dialogue, and cooperation. Where necessary, engagement with our team may be a requirement of enrolment or a required response following a student’s failure to maintain the school’s expectations for appropriate conduct.
20.0 LIBRARY
Statement:
The Library aims to extend teaching and learning by providing a welcoming space for students which includes collections of quality resources and services. We encourage students to be passionate readers, critical evaluators, proficient researchers and lifelong learners.
Circulation Policy Statement:
To make materials available to all patrons on an equal basis, XCL World Academy sets limits on book checkouts, loan periods and on the number of renewals permitted. High demand books and popular book series books will be limited to one copy at each borrowing time.
XWA has three libraries located on campus:
EY/PY Library - third floor
SY Library - third floor.
Satellite library for Middle School students is located in Ms Thompson’s class on the fifth floor.
The EY/PY library opening hours are 8:30am to 3:30pm from Monday to Friday during school term.
The SY library opening hours are 8:00am to 4:30pm from Monday to Friday during school term.