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 Instrumental Music
Students in grade four may
elect to begin string instruction by learning to play violin. This class
meets for 30 minutes each week during non-instructional time (i.e. before
school or during recess according to teacher availability).
Students in grade five and
six may elect to learn a musical instrument during a 30-minute lesson each
week. Instruction on band and orchestra instruments (string, woodwind, brass
and percussion) is offered during the student day as a pullout program. The
primary goals of this program are to develop musical understanding and to
enhance musical skills through practice and performance. The instrumental
program also includes ensemble and performance experiences.
 Special Education
The majority of students
in special education follow the general curriculum. The curriculum is
modified and/or adapted depending on the individual needs of the student.
These modifications are outlined in each student’s Individual Education Plan
(IEP). For students who are unable to benefit from the general education
curriculum, courses of study to respond to their unique needs are developed.
The IEPs for these students outline specific areas of instruction which may
include daily living skills, communication and social skills, functional
academics and community and work based instruction.
 Gifted Education – PEN
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Participate in activities and educational opportunities
designed to foster each child’s creative expression, advance his/her ability
to think analytically and critically, and stimulate him/her to excel as a
self-directed learner.
§
Analyze (determine similarities/differences between
objects/ideas), synthesize (use logical reasoning), and evaluate (develop
and apply criteria by which to judge the work of self and others).
§
Be provided with opportunities to develop fluency (ready flow
of ideas), flexibility (many different approaches to addressing an issue of
solving a problem), originality (unique and unusual responses to a
stimulus), elaboration (expansion of ideas).
§
Be encouraged to have a healthy self-concept related to
his/her giftedness.
§
Demonstrate a positive attitude, independence, responsibility,
positive interactions, and leadership.
§
Demonstrate task-commitment, organizational skills, and
produce quality work.
§
Be provided with opportunities to contribute to the betterment
of the community.
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