Pre-K through Eighth grade students work within a positive and motivating atmosphere that focuses on creativity and uniqueness. Students learn about famous artists, art styles, and a variety of art media throughout the year. With a curriculum that follows the Common Core Standards and the IB MYP Programme, art lessons are tailored to meet the needs of each age and skill level.

Music & Theater

Pre-K through Fifth grade students are taught concepts that easily flow into the musical experience of upperclassmen. The influences of music go far beyond the intellectual and physical development of the child. Musical experiences contribute to the growth of well-balanced children in sensitivity, expressiveness and the spirit essential for functioning in a complicated world.


Students are introduced to the piano, drums, bells, guitars, and percussion. Spirit and Song Volumes 1 – 3, worksheets and digital audio work stations are used to enhance the musical experience of all.


Sixth through Eighth grade students learn to understand and to express musical ideas and information with confidence and creativity as they make music, sing, move and play classroom instruments. Students learn how to use the Design Cycle to investigate, plan, create, and evaluate works of art. Written reflections about their musical experiences and what they have learned are essential to their individual academic growth.


Students are introduced to the fundamentals of drama including theatre history, basic elements of performance, technical theatre elements, theatre terminology, and theatre criticism. They participate in theater games, improvisation, monologue study and scene study. The class culminates with a one-act play festival.

Physical Education

At St Cecelia Catholic School, we believe Physical Education should be an important part of every child’s learning. We offer a broad and exciting program responsive to differences in children’s age, size, sports interests, skill level, and desire for competition. This program combines age appropriate experiences with a variety of developmental methods that meet the needs of all students.


Pre-K through Second grade student’s emphasis is on activity and movement focusing on gross motor development. The students explore, exercise and refine their large muscle skills with both indoor and outdoor activities using manipulatives (hula hoops, bean bags, yarn balls, jump ropes, etc.). This program provides opportunities to practice this skill through the introduction of organized games.


Third through Fifth grade students develop a comprehension of strategies, etiquette, rules and sportsmanship in a variety of team sports. Lead up games and fitness skills continue to enhance cardiovascular strength and muscular endurance. Students are given time to review and practice their basic skills.


Sixth through Eighth grade students experience a curriculum emphasizing both individual and team skills. The emphasis on mastering these skills will enhance the student’s enjoyment of the activities, while teaching them appropriate behaviors associated with each activity. These behaviors include sportsmanship, fair play and inclusion of all students regardless of ability. Course activities include volleyball, basketball, soccer, flag football, softball, Project Adventure, and health. Teen Health Course 3, published by Glencoe/McGraw-Hill, is used with grades six through eight. Those students meet once each week for a period of 45 minutes to learn about good health practices.


The Kindergarten through Second grade students’ format of instruction at this grade level is called “FLEX” (Foreign Language Experience or Exploratory). The main goal is to provide students with a foundation for foreign language study. This includes introducing basic sounds and phrases in order to sharpen listening skills and familiarize students with the notion that thoughts can be expressed in another language. Kindergarten through Second grade students attend Spanish class once per week for 30 minutes.


Third and Fourth grade students’ format of instruction is called “FLES” (Foreign Language in the Elementary School). FLES programs focus less on the teaching of grammar, and more on the development of listening and speaking skills and on cultural awareness. Grammar is not ignored, but is learned indirectly rather than through direct instruction. FLES programs follow the natural sequence of language learning: understanding > speaking > reading > writing. The primary stress is on understanding and speaking. Instructional techniques appropriate for young children have been developed; physical activity and concrete experiences play an important role. Visuals, hands-on activities, and real life experiences are a crucial part of the FLES classroom, and the typical lesson plan includes songs, rhymes, games, play-acting with puppets, and other physical activities that appeal to the younger child. Third and Fourth grade students attend Spanish class once per week for 45 minutes.


Spanish is offered to the Fifth grade students one time per week throughout the school year. Fifth graders are issued the text book “Paso a Paso A”. The main focus of the class is to introduce students to vocabulary, pronunciation, basic conversation and culture. Students in class experiences are enhanced with weekly homework assignments. Sixth and Seventh students are offered Spanish three times per week throughout the school year. The textbook utilized to enhance the curriculum is, “Realidades A”. The main focus of Sixth grade Spanish is the continuation of vocabulary, basic grammar concepts and conversation. Seventh grade concentrates on speaking and writing skills with attention to advanced grammar concepts and pronunciation. Eighth grade classes meet four days per week for a full class period. The main objective of the class is to aid the students in developing proficiency in listening, reading, speaking and writing skills. Students are encouraged to speak Spanish both in and out the class. Emphasis is placed on writing skills in preparation of written high school placement tests.


In conjunction with the IB MYP program, the Spanish classes collaborate with other subject areas on cross curricular projects throughout the school.


PreK4-Fifth grade technology education is taught once per week, as well as, being integrated into the primary curriculum. The curriculum includes using technology tools to solve problems. Microsoft Office applications are used to create documents and presentations individually and collaboratively. Students are guided in internet exploration, evaluation and use of educational websites.


PreK-First grade students also use Netbooks in their classrooms. Teachers utilize computers to enhance and differentiate instruction to meet the needs of individual students. The Second grade classes utilize a 3:1 iPad initiative for students to use during small group instruction and small group collaboration.


Students in grades Three through Eight are part of our 1:1 iPad Program. These devices are used to enhance teaching and learning by providing more opportunities for students to personalize their learning through authentic tasks. Students have instant access to tools that allow for improved communication, collaboration, creativity, and critical thinking. These tools allow students to research, take notes, and complete assignments in a more efficient manner: examples include note taking, writing for a variety of audiences, project-based learning, varied presentation formats, multimedia production, communication, collaboration, and so much more.


The Middle School Technology Course follows the IB MYP Design Course. It aspires to develop creative problem-solvers who are caring and responsible individuals; able to respond critically and resourcefully to the demands of an increasingly technological society and to appreciate the importance of technology for life, society and the environment. Design in the MYP program is organized into three branches of study: information, materials and systems. The program combines both Computer Technology and Design Technology in one curriculum area. At the core, is the Design Cycle where students consider the processes of investigation, design, planning, creation and evaluation. This model of learning incorporates knowledge, research, skills, and design principles in a problem-solving context.


The Areas of Interaction encourage students to connect what they learn in Technology with real world issues. Students constantly engage with the social, cultural and ethical impact of technology in the modern world. As thoughtful practitioners, they reflect on the objects made by others and consider how those makers have brought about change. Middle school students participate in Technology/Design class two times per week.

Academic Support

St. Cecelia offers assistance to students with learning disabilities. If a student is suspected of having a learning disability, the general education teacher will discuss this with the parent and refer the student to the school based Strategic Intervention Team. The team of St. Cecelia teachers and the parent will work together to support the student with strategies and interventions to assist the student with achievement at their grade level. If the student continues to need extra support, the general education teacher can refer the student to Title One. Academic Support is offered as the highest level of support and strategies and interventions are provided through instruction in a small group pull out or in the inclusion setting. Accommodations will be a school based decision and provided to meet the specific needs of the student. RTI or Response To Intervention is a progress monitoring collection of data that can be utilized to document the needs of the student who may need an IEP, Individualized Educational Plan, or a SSP, Student Support Plan, which is the plan in a Private school. This plan enables the student to access specially designed instruction. If a student is found eligible for exceptional student education through the county, the student can work with a varying exceptionalities teacher provided by the county. If a student qualifies for this service, screenings can be requested by the parent for both Physical Therapy and/or Occupational Therapy.


General Education teachers can also refer the parent to the county to request speech screenings.


If a student has a medical diagnosis that is current (within three years) for attention and is documented by a physician, he or she will have access to academic support and accommodations will be determined to support learning in the classroom.

Enhanced Learning

St.Cecelia Interparochial Catholic School offers an Enhanced Learning, a program to support Gifted student’s in grades 1st-5th. The Enhanced Learning program uses standards from the National Association for Gifted Children and the Florida Framework’s for all grade levels.   Enhanced Learning aligns with the IB program and will be based on the development of skills of problem solving and creativity.  Students will have the opportunity to engage with guest speakers as well as attend two field trips. Two products will be presented by the student and shared with their peer group.

According to the State of Florida criteria for gifted, students must score at least two standard deviations above the mean on the individually administered standardized test of intelligence. Evaluations can be completed by Pinellas County schools and or by  private testing.

For consideration in the program, the following criteria must be met:

Communication with the classroom teacher for guidance regarding placement.

Provide evidence of the gifted testing (psychological testing)

Submission of the gifted characteristics qualifier- teacher recommendation form.

Placement/Eligibility meeting with the St.Cecelia school counselor.

Scheduling of students will occur throughout the year. Students will attend Enhanced Learning for one period a week.  The student will not miss direct instruction from the classroom teacher and must complete work that is expected of  him or her  in the classroom and the Enhanced Learning program.



The following is a list of resources for parents of gifted children:




Parenting Gifted Kids by James Delisle

Raising A Gifted Child by Carol Fertig

Helping Gifted Children Soar by Strip and Hirsch

When Gifted Kids Don’t Have All the Answers by Delisle and Galbraith

Living With Intensity by Daniels and Piechowski