A number of factors go into providing an appropriate advanced curriculum for those students who qualify here at Saint Bernard’s. All classes are differentiated, that is, lessons are specifically designed and instruction given in order to teach at different levels, and many and varied types of learning modes are addressed.

For those students who demonstrate significantly advanced cognitive and academic abilities, Saint Bernard’s provides a program of support within the classroom that will guide the student toward reaching his/her increased level of academic potential. The program is comprised of any number of best practices, ranging from accelerated instruction to compacting and enrichment of curriculum. Differentiation also plays a significant part in implementing this blended approach.

1. Emphasis is placed on critical thinking and advanced concepts that are connected to the general classroom activities and topics of discipline
2. Learning tasks will be based on pre assessment opportunities of the student, enabling them to bypass already mastered skills and learned information
3. much of class time is spent on negotiated choice of extended learning activities designed to develop depth and breadth of study associated with the particular discipline
4. Student may bypass introductory concepts if s/he can demonstrate concepts are previously learned and then will focus on developing expertise in the area or theme being studied
5. Student will be working on qualitative approach to learning that enriches his/her understanding of what learning and inquiry is, highlighting developmental and proactive methods toward understanding their role as student or learner.

Advantages of enrichment and differentiation strategies within the classroom include:

• Avoiding problems with labeling as all students remain in the classroom and everyone has opportunity based on choice and pretest guides.
• Avoids fragmented learning by keeping gifted students connected to general classroom activities and topics of discipline.
• Tends to curb problems associated with intellectual boredom and frustration.
• It requires the individual to take a more active and responsible role in the planning, carrying out, and reviewing what is learned.