A AHer CALaGARYld DI REHERALDCTED EDNEIGHBOURSITORIAL PR SPECIALOJECT SECTION calgaryherald.com /schools THURSDAY, MARCHTHURSD 20, 2014AY, MARCH 24, 2011

— Adrian Shellard “I said, ‘one day I’m coming back and I’m going to be a teacher here,’” says Foundations for the Future Charter Academy teacher, and former student, Marja Erkens. Charting a winning course Alberta’s system Clarke with Alberta Education. School, Connect Charter School away simply due to high demand “At the time legislation was The government (formerly Calgary Science School), for charter education in Alberta. of charter schools passed, the government believed Almadina Language Charter Acad- Many charter school proponents that choice in education was a believed that choice in emy and Foundations for the Future hope a recent change to legislation marks 20 years paramount issue, and it certainly — have quickly become renowned will help address that problem, By Joel Schlesinger remains one of the cornerstones of education was a in the city for providing innovative Clarke says. In 2012, the Alberta chartered school education in the paramount issue. education, he adds. government increased the length arja Erkens province,” he says. And each of them has a unique of charter terms from five years to vowed she’d Alberta is the only province to — Randy Clarke, focus that makes them attractive to 15, which should help successful return one day. fully fund charter schools. It also Alberta Education certain cross sections of Calgary schools plan for future growth to Several years provides some funding for home- students and parents, says Clarke. accommodate more students. later, the former schooling students. “Almadina’s focus, for example, “This change gives them a bit Mstudent of Foundations for the Fu- Many charter schools started list for kindergarten within the first is providing English as a second more security to attract staff and ture Charter Academy made good small, often by groups of parents two or three weeks after their birth, language education,” he says. students knowing they’re going to on her promise. who foresaw a different way of edu- they’re probably not going to get “Who would be attracted to a be around for that length of time,” “I remember in Grade 9, I was cating their children, says Clarke. in,” Gray says school like that? As it turns, says Clarke. quite sad there was no high school Among the first was Foundations While Foundations emphasizes students from Asia, the Middle East At Foundations, the new legisla- at Foundations at the time, so I said, for the Future. leadership and character education, and Africa in high numbers.” tion is seen as a welcome develop- ‘One day I’m coming back and I’m “Parents were disillusioned for charter schools can run the gamut of While these schools have specific ment — though Gray says the hope going to be a teacher here,’ ” various reasons with the education educational approaches and special- charters — such as offering arts- or is the province eventually will pass says Erkens, who teaches art at their kids were getting in the public izations. It’s that uniqueness that science-focused curriculum — they legislation that will create perma- one of Foundations’ seven Calgary system,” says Judy Gray, co-ordi- makes them a charter school. cannot hand-pick students. nent charters. campuses. nator of school development with “A charter proposal constitutes a “Charter schools have some- Still, other recent initiatives from “I remember my first day as a Foundations for the Future. charter school,” Clarke says. times been criticized about what is the province, including increased teacher; it was like coming home.” In the case of Foundations for the “It could be a group of concerned perceived to be an opportunity to funding to renovate and purchase Erkens is one of thousands of Future, what started out with a few parents. It could be a group of uni- self-select students who come to the facilities rather than lease, are steps students in Alberta who fondly re- dozen children in a basement in the versity professors. It could be any school and turn away students who in the right direction. member their time at charter public 1990s has evolved into one of the imaginable group of people who felt might be challenged in one way or “These are huge decisions made schools since legislation was passed most successful public schools in that education could be provided in a another,” Clarke says. by government in support of a pro- 20 years ago allowing for their cre- the province, with more than 3,300 more innovative, different way, and But legislation stipulates they gram that has been hugely success- ation. kindergarten to Grade 12 students at that they could demonstrate in a rela- cannot choose students. ful,” Gray says. “It is buoying the Today, 13 charter schools exist in campuses across the city. tively short time frame that education “We don’t do any of the suitabil- enthusiasm of those of us who work Alberta, including six in Calgary. All Perhaps the greatest indication of would be improved for students.” ity stuff,” says Gray about Founda- at charter schools.” are highly regarded by students, par- its success is its waiting list, which Indeed, Calgary’s charter schools tions. “It is first come, first served ents and educators for their innova- currently stands at more than 9,000. — Calgary Girls’ School, Calgary and it is geographic.” MORE INSIDE: Tips for entering tive approach to learning, says Randy “If you don’t get your child on the Arts Academy, Westmount Charter Still, many children are turned a charter school, Page 5

Faith-based schools Single-gender schools Online learning Creative forces INSIDE offer education and address different ways lets students follow thrive in arts-based TODAY build community boys and girls learn their own schedule schools PAGE 2 PAGE 3 PAGE 4 PAGE 6

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CALCH129696_1_1 NS2 Thursday, March 20, 2014 ALTERNATIVE SCHOOLING calgaryherald.com SUCCESS STORIES Girls’ school helped athlete

By Alex Frazer-Harrison

eorgia Burgess, 16, has her skis on the ground and her Geyes on the prize — Olympic glory in 2018. And the elite skier says she owes a lot of her success in sports and academics to her time attending the Alice Jamieson Girls’ Academy. Burgess entered the all-girls pro- gram in Grade 4, though she was already familiar with the school; the academy is in Stanley Jones School, where she’d attended since kindergarten. “The first year of the all-girls program, my older sister attended the school and my mom had a good Georgia role in seeing the Burgess program develop, so it was a natural thing,” Burgess recalls. “Being in an all-girls program really helped me develop as a stu- dent and as a person because it gave me a really comfortable place to be. It provided a safe, comfortable zone — Adrian Shellard where I never felt I was judged.” Interim principal Reva Faber with some of her students at the Calgary Jewish Academy which offers programs from preschool to Grade 9. This comfort was helped by the fact everyone wore school uniforms, Burgess says. “That took away the pressure to be dressed the best,” she says. “When Faith-based schools you are all dressed exactly the same, you look at each other for who you are and not for the superficial stuff. That really helps in building confi- dence in a person.” deliver rounded education She’s also quite confident on the ski hill since focusing her interests Christian Discipleship courses (more on the slopes in Grade 6. Building sense widely known as religious studies) “When I was younger, I did every of community that include memory verses, Bible sport imaginable,” she says. “I kind study, apologetics (the defence of a of narrowed my sports life into one of the goals position, often religious) and world skiing when I was in Grade 6. It religions. was the sport that challenged me the By Meghan Jessiman Students also research the tradi- most. I was, thankfully, gifted as an tions and practices of other religions, athlete and I pick up things really ver tried asking a teenager especially in the higher grades when quick.” how their day at school was? the concept of critical thinking is a Burgess, who turns 17 in late E If so, chances are the reply main focus. Respect for all world re- March, competes in events such as was less than enthusiastic. A mum- ligions is of the utmost importance, slalom, giant slalom, super-G and bled “fine” is a common refrain. says Fuchs. downhill, and recently scored top- While going to school can seem All this is not to say students of a five finishes in the Sport Chek U18 like a chore for some, Calgary’s faith-based institution don’t come Canadian Championships. faith-based schools are striving to home and tell their parents their day “I’ve found quite a bit of success provide a different kind of experi- was “fine.” provincially and within Western ence to their students. Teenagers are still teenagers, after … I’ve found the podium a Beyond the standard knowledge all. But there is something to be said few times,” says Burgess, just before and socialization gained from typical for the added element of community heading off to another U18 champi- elementary and high school experi- nerstone in most subject areas of the experience that is an extension of the and belonging these schools are onship in Denver. ences, schools with a focus on faith regular Alberta curriculum. In addi- values their children learn at home, trying to develop. And what about the brass ring? aim to build a sense of community tion, students study Hebrew and plan says executive director Sharon “A child’s education is more than “The Winter Olympics have al- and belonging for their students. and organize events and celebrations Fuchs. book knowledge,” says Fuchs. “It ways been a childhood dream, and They want students to understand around the Jewish holidays. “They are looking for an education is wrapped up in relationships with it’s looking more and more realistic where they come from and where “Parents who enrol their children that aligns with the Christian peers and authority figures, in mak- for me,” says Burgess. “I aspire to be they fit into this world, says Reva with us usually want them to learn upbringing they are providing for ing wise decisions and understand- in the Olympics one day.” Faber, interim principal at The Cal- about our heritage, customs, beliefs, their children at home and through ing ethical and moral implications, in Burgess, now in Grade 11 at gary Jewish Academy. values and ethics; it’s what we call their local churches,” she explains. discovering self worth and abilities, Crescent Heights High School, says “Our curriculum fosters an under- ‘Jewish literacy,’ ” Faber says. “They desire a curriculum that in taking risks with the security of one thing she took from her time at standing in the students and builds Interestingly, not all of the students approaches all subjects through the knowing that your community will Jamieson was that it’s OK to take connections between our commu- who attend the academy practise Ju- lens of a Christian world view, and catch you and get you back on your risks. nity’s — past, present and future,” daism outside of school. they are looking for a community feet when you fail. “I think the No. 1 part about the she says. “We have several families in our that provides a safe, supportive and “Helping students discover who single-gender thing is it is OK to “Our faith-based educational sys- school who are not of the Jewish encouraging environment for learn- they are as individuals, and how they look stupid sometimes — it’s OK tem develops well-rounded, strong faith, yet they send their children to ing and peer relationships.” fit into who we are as a community to try new things, even if you’re individuals who know where they the Calgary Jewish Academy be- Offering kindergarten through of faith, provides a level of belong- not going to be perfect the first time have come from and then gives them cause of the excellence in education Grade 12, Heritage also integrates ing that may not necessarily be pres- around,” she says. direction for where they are going.” that we offer for our student body.” faith into all aspects of its students’ ent in a learning environment that is “It provided a safe zone. And I car- At the Jewish academy, which of- The parents of students enrolled at educations. On top of the standard focused primarily on assessing value ried it into my specific sport that, if fers programming from preschool Calgary’s Heritage Christian Acad- Alberta curriculum, students at through talent, grades or competition you want to improve, you have to be through Grade 9, Judaism is a cor- emy are looking for an educational Heritage Christian also participate in to be the best rather than their best.” constantly trying new things.”

is a publicationA CALGARY HERALD of NEIGHBOURS the SPECIAL Calgary SECTION Herald Special Projects department.THURSDAY, MARCH 24, 2011 Visit Calgaryherald.com/schools

This content was developed by the Calgary Herald’s Special Projects department as a result of interest in a particular subject. The Herald did not afford creative control beyond approving the broad subject; the advertisers were not given the opportunity to put restrictions on the content or review it prior to publication.

Editor: Darren Oleksyn [email protected] Watch for Private Schooling on Nov. 27, 2014 To advertise, contact your Herald representative, or call 403-235-8665 calgaryherald.com ALTERNATIVE SCHOOLING Thursday, March 20, 2014 NS3 Single-gender programs gain fans Research shows boys and girls learn differently

By Alex Frazer-Harrison

or some, the idea of all-boys and all-girls schools might Fbring to mind thoughts of old-fashioned classrooms. But in fact, single-gender programming is becoming an attractive option for students, and it’s got science on its side. “The research underscores that students, particularly in adoles- cence, benefit from being in a single-gender environment,” says Ursula Steele, principal at Alice Jamieson Girls’ Academy, established by the Calgary Board of Education about a decade ago for grades 4 to 9. “It’s during that age and stage of puberty where kids are challenged by the images out there and how they’re supposed to look. We have feedback about (students who go on to) high school and (it’s) consistent that our students are more centred — Wil Andruschak and take on leadership roles. Judi Hadden is principal at Calgary Girls School, an independent charter school that created its own curriculum called Go Girls. “It’s those years of being together in such a supportive environment “In most of the regular programs, Elementary School, a Calgary can talk about … body image, con- studies or language arts, there’s a that gives them such a strong core kids stay within their grade groups, Catholic School Division school fidence and risk-taking. With the major difference in what appeals to of self esteem and allows them to but here you might have grades 1 housing both boys’ and girls’ boys, we get to have intimate con- junior high boys or junior high girls. achieve well academically.” to 6 playing the same game,” he programs. versations where our male teachers There’s a different way of learning The Calgary Girls’ School, an says. “They just connect together as “We have changed our class- are teaching our boys about what and different levels of maturity,” independent charter school, created a group.” rooms around to meet the trends in makes a good gentleman, how you says Glashan. its own curriculum — Go Girls Snow and others point out that in brain research showing how boys act courteously.” Meriam Berka and Emma Quinn, — to address the needs of female a single-gender environment they and girls learn. For the socialization Clear Water Academy, an inde- two Grade 9 students at Calgary learners, says vice-principal Oliver don’t see the competition for atten- (aspect), we’re able to provide pendent Catholic school, also offers Girls’ School, say the single-gender Fisher. tion or showing off that can occur in opportunities to learn mutual a coed environment outside of its experience has given them a good “There is a lot of brain research coed classrooms. respect with things like intramurals, “gender-style” programming for grounding for high school. that shows girls and boys learn in Not that boys and girls are clubs, etc.” grades 4 to 9. “I think it’s a positive environment (different) ways,” Fisher says. “We completely segregated. Schools such When it comes to discussing “It’s not a case of boys or girls because there’s a lot of competition provide an atmosphere that, when as Calgary Girls’ School work to issues specific to boys or girls, the learn better — they learn differ- in this school, (but) you’re not so it’s all girls, they’re willing to take arrange coed activities outside of the conversation tends to be more open ently,” says dean of academics nervous about going all-out,” says risks they might not otherwise.” classroom. in a single-gender classroom, says Patrick Glashan. Berka, who has her eyes set on going That goes for the boys, too, says And not every school is com- Shannon Nichols, learning strate- “To maximize the success of each into clinical genetics. Christopher Snow, principal of the pletely single gender. In some cases, gist with Calgary Girls’ School. of our children, we want to teach Adds Quinn, who wants to be a CBE’s All Boys Program at Sir boys and girls share the same school “There is a beauty in being able to them in a precise, individual way. professor in math or science: “At the James Lougheed School. He also building. talk about things that might be And there are a lot of subtle things beginning, I wasn’t sure about hav- sees a greater mix of ages working “We often say we have the best of discouraged in a dual-gendered … different classroom-management ing no boys at school. But it’s made together under single-gender pro- both worlds,” says Leanne Timko, setting,” she says. styles. a difference and I think I’ve excelled gramming. principal of Sacred Heart Adds Timko: “Our girls’ classes “In humanities classes like social in my learning.”

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CALCH121103_1_1 NS4 Thursday, March 20, 2014 ALTERNATIVE SCHOOLING calgaryherald.com

— Wil Andruschak Alexis Rogers studies in the learning commons area at the Calgary Board of Education’s career and technology centre based at Lord Shaughnessy High School. Online learning adds flexibility

to the next concept. It gets stress- grow exponentially since joining coached, starting at the junior high “We ensure students are con- Thousands of ful — I found I struggled a lot in the the school seven years ago. level, to recognize what they’re nected; if we lose touch, even if over students of all regular classroom. “We changed a lot from when we good at and what they struggle with. a 24-hour period, if we haven’t nego- “With online learning, whether first started. We were really seen as “By Grade 10, they’ve done work tiated that downtime, we’re reaching ages enrolled you need more help or more time, a school of last resort for students that helps them understand, out to that student and his or her par- it’s there for you.” who didn’t fit into a traditional ‘Am I a better audio or visual ents to ensure they’re still doing well By Barbara Balfour Rogers is one of 7,000 students learning environment, who weren’t learner? Do I need to work with and getting the support they need.” enrolled in online classes through necessarily great online learners, my hands? Do I do better learning Online work doesn’t mean it’s eas- rom athletes constantly on the Calgary Board of Education’s but had no other options,” he says. while listening to music, or do I ier — that’s a common misnomer, the road to 40-year-olds re- CBe-learn program. It offers a full need a quiet, well-lit workspace?’ ” says Ken Turner, who co-ordinates Ftaking high school physics curriculum between grades 7 and 12, says Tanner. the digital U-Learn program for the to pursue a medical career, there’s including all core academic courses, Doing work online All online students must take a Calgary Catholic School District out no such thing as a “typical” online- second languages and online physi- mandatory course to ensure they of St. Anne Academic Centre. learning student. cal education. allows you the time have the right managerial, technical Before signing up, students The flexibility provided by an Approximately 25 per cent of to build on your and academic skills to cope in this complete a survey to determine if online environment appeals to a students are online full time, while environment. they’re good candidates for online wide set of learning needs, includ- most will only take a few classes knowledge until you Students also complete a digital learning. Considerations include ing more time to complete course- combined with coursework in a citizenship requirement on the ethi- access to up-to-date technology and work or a desire to wrap up earlier; bricks-and-mortar classroom. are ready to move cal nature of working online, says Internet connections, parents who a schedule that does not accommo- The program is housed at Lord forward. Cathy Faber, superintendent of can support them in being success- date regular class times; or physical Shaughnessy High School, which learning innovation for the CBE. ful and a dedicated workspace. and emotional challenges better ac- includes a teacher workspace, learn- — Alexis Rogers, “If students are not good digital “Being online could mean you commodated at home. ing commons and a success centre student citizens, we would follow the same have to be a little more disciplined, For student Alexis Rogers, the where students get face-to-face time procedures as in a physical school independent and motivated in work- empowerment she gets from tak- with teachers, write exams or do setting. There’s no anonymity in our ing through the material,” says ing charge of her own learning has their work on site using technology “Because of supports we’ve put environment,” says Faber. Turner. made the difference in her success. available to them. in place — such as extra teachers, “We know the relationship com- “At some point it might feel “I put myself in a position where I It also houses a state-of-the-art virtual meetings and a stronger ponent of learning is important for isolating to work alone, and we do can do my own research on how career and technology centre where understanding of what flexible student success. That’s why there’s our best to provide opportunities to learn something better,” says students can fulfil hands-on require- learning looks like — I’ve seen us lots of face time online; the tools we for interaction. Communication is Rogers, 17. ments in cosmetology, welding, become a first choice for students use allow access to video confer- really important, and parents are an “Doing work online allows you auto mechanics and culinary arts who understand their own learning encing and audio. essential part of that process.” the time to build on your knowledge courses — of which the theory part styles and what it means to be suc- until you are ready to move for- can also be completed online. cessful.” ward. 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CALCH122002_1_1 CALCH130937_1_1 calgaryherald.com ALTERNATIVE SCHOOLING Thursday, March 20, 2014 NS5 The ins and outs of charter schools About 9,000 Start your students charter school enrolled in Alberta search early By Gerald Vander Pyl So what is the best way to get your child into an Alberta charter lberta is the only province school? with legislation making “Start early,” says Judy Gray, Acharter schools a publicly co-president of the Association of funded school alternative. Alberta Public Charter Schools. But what is a charter school and “If you want to get into a charter how can parents get their child into school, you can’t be waiting until one? your child is four-and-a-half years Judy Gray, co-president of the old to start picking your place.” Association of Alberta Public You also want to make sure a Charter Schools, says some people charter school is right for your have the misconception that charter children by arranging a visit. schools are private schools, which “If you’re shopping for a school, is not the case. you need to go to the school “Charter schools are choices while the children are there and within public education that have no see what’s going on and decide additional tuition costs for parents,” for yourself whether this is the says Gray. “We are public, so we’re place,” says Gray. “I don’t think not allowed to charge tuition.” there’s a better way to figure that To receive a charter to open a out than actually going and visit- school, its supporters must prove ing a charter school.” that the school has something Dan McWilliam, communica- unique to offer, while still provid- tion and collaboration leader with ing the Alberta program of studies Connect Charter School (formerly that all schools are expected to Calgary Science School), says cover. there are several ways for par- The variety of options focus on ents of prospective students to character education, leadership de- learn more about the school. velopment and academic excellence, A parent information session gender separation, gifted children includes presentations on the who might struggle in a regular programs available at Connect, school and children who speak McWilliam says. It also highlights English as a second language. the type of students who tend to One expectation of charter do well at the school. schools is they bring innovation An in-school orientation tour, into the public school setting. Those where parents visit the school and ideas often trickle down into public — Adrian Shellard pop into classrooms while students school systems within the province, Judy Gray, co-president of the Association of Alberta Public Charter Schools, says the independent are there, is also available. says Gray. institutions offer a variety of options that are funded by the province. “We pick a typical school day so The Calgary Board of Education they could see what it was like in has started programs that mirror students enrolled in classes, with a waiting list the day their child be- parents don’t get on to the waiting a classroom setting,” says McWil- some Alberta charter schools. waiting list of 9,300 children. gins kindergarten, McWilliam says. list by the time their child is two liam. Currently, there are about 9,000 At Connect Charter School, for- As a public charter school, Con- months old, they won’t be getting in. For parents who want general children enrolled in charter schools merly known as Calgary Science nect is open to any student in the “Our kindergarten for 2019 was information on the role of charter across the province, but Gray says School, the waiting list stands at Calgary area, and there is no en- filled some months ago.” schools and a list of the prov- the demand is greatly exceeding about 400 names, says Dan McWil- trance exam or similar requirement, Some charter schools start the ap- ince’s 13 public charter schools, capacity. liam, communication and collabo- he says. plication process over each school Gray says the association’s web- At the charter school she is ration leader with the school, which “We are first come, first served,” year, but most Alberta public char- site at taapcs.ca is a good start- involved with, Foundations for the offers grades 4 to 9. he says. ter schools have decided to use wait ing point. Future Charter Academy, 3,300 are Parents can apply to go on the At Foundation for the Future, if lists, Gray says. — Gerald Vander Pyl

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CALCH132908_1_1 CALCH129776_1_1 NS6 Thursday, March 20, 2014 ALTERNATIVE SCHOOLING calgaryherald.com Programs foster creative talents Schools combine academic and artistic By Meghan Jessiman

hen it comes to the arts, some children possess Wa sparkle and shine that cannot be ignored. While Calgary’s public school curriculum includes the arts at the elementary and high school levels, some students do better in more cre- ative environments — that’s where YYC’s arts-focused schools fit in. Calgary Arts Academy (kinder- garten to Grade 9), an independent charter school, delivers the Alberta curriculum through what it refers to as “arts immersion.” This means all subjects are focused through a cross-curricular approach, rather than in isolation, using the arts as a point of entry. “In this model, students are engaged in project-based, experiential learning. It is a process of discovery and exploration as opposed to memorization and regurgitation,” explains principal — Wil Andruschak Joshua Van Beers. Calgary Arts Academy principal Joshua Van Beers displays a mobile created by a student at the independent charter school. Unlike a traditional lecture model that has students focus on one area Music classes are also mandatory; charter of the school in the Calgary course allows senior students to of study at a time, this learning students in grades 6 to 9 choose Our goal is to have Catholic School District. “purposefully reflect upon learn- model appeals to kinesthetic learn- between band, choral, percussion, “Teachers and students work with ing experiences in the fine arts ers and abstract thinkers — those strings or guitar studies. students become a variety of Calgary artists through- disciplines, as well as explore the who often find themselves strug- After Grade 9, students go to confident learners and out the year in the areas of visual, possibilities of the process involved gling to focus or retain information various high school programs in the photographic, dramatic and musical in preparing for a career pathway in the typical classroom environ- city. While some continue to pursue spirited citizens. arts. Students experience a wide connected to the fine and perform- ment. artistic endeavours, Van Beers says variety of opportunities both within ing arts.” Van Beers believes this approach it is not necessarily their goal to — Joshua Van Beers, our school setting and in the larger During this program, students to education allows students to de- foster professional artists. Calgary Arts Academy Calgary arts community.” research post-secondary institutions velop a skill set that is particularly “Our goal is to have students be- principal The opportunity for arts educa- of interest, create connections with relevant in the 21st century. An come confident learners and spirited tion doesn’t stop at the high school professional artists in their field of emphasis is placed on creative and citizens,” he says. “We want them level either. While Western Cana- interest and develop their portfolio critical thinking skills, as well as to take their diverse skill sets on to students who may not learn in a dian High School follows the tra- of work. The end goal is not just for teamwork and collaboration. The all types of careers. If they become traditional manner a way to develop ditional academic curriculum, the students to work on their craft — consistent element of performance a professional artist, that is a won- their confidence and self-esteem. Calgary Board of Education school that is the focus of the classes taken is a natural builder of confidence derful byproduct, but was not a di- “Our students are very active in also offers a professional develop- to collect the 40 lower level credits and elevated communications skills. rect goal of our organization.” their learning. The fine arts program ment in the arts certificate, as well necessary to enter the program — At Calgary Arts Academy, stu- With its emphasis on fine arts integrates the arts with academic as a class by the same name, for but rather to assist students in mak- dents engage in all art forms of- learning, St. Philip Fine Arts School subjects and allows students to ex- Grade 12 students with a passion ing informed decisions about their fered: dance, music, drama, visual (kindergarten to Grade 6), recog- perience links between the arts and for performing. future career paths in the fine and arts, media arts and literary arts. nizes the importance of offering other core subjects,” explains the Known as PD in the Arts, the performing arts industries. cbe.ab.ca

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