English Language School Board:   Student Services and Curriculum Delivery Departments work together to support individual academic programs in the form of Individual Education Plans (IEPs) which address the needs of students who are achieving below grade level and those who require programming that is more advanced than the requirements of the grade level outcomes.  Curriculum is enhanced by teachers through instruction and support for the diverse learners in their classrooms.  School co-curricular and extra-curricular activities often supplement learning opportunities for all students and sometimes become part of a student’s IEP.  (October 15, 2015)

Education, Early Learning and Culture:   Prince Edward Island curriculum is student-centred, inclusive, and is designed to help all students reach their potential through a wide variety of learning experiences. The curriculum seeks to provide equal entitlements to learning opportunities for all students. Rather than plan separately for enrichment, it is best to integrate enrichment opportunities with the mainstream curriculum, and with other in school and out of school activities. Enrichment must enhance the curriculum and the student’s general learning experience.
The Department of Education, Early Learning and Culture English Curriculum Division is creating front matter that will be a part of all curriculum documents for teachers. This front matter will include information that outlines expectations for differentiated instruction. In recognizing and valuing the diversity of students, teachers must consider ways to:

• provide a climate and design learning experiences for each student;
• model the use of inclusive language, attitudes, and actions supportive of each student;
• adapt classroom organization, instructional strategies, assessment strategies, time, and learning resources to address students’ needs and build on their strengths by

                 o providing opportunities for students to work in a variety of learning contexts, including mixed-ability groupings;
                 o identifying and responding appropriately to diversity in students’ learning styles;
                 o building upon students’ individual levels of knowledge, skills, and attitudes;
                 o designing learning and assessment tasks that correspond to diverse learning styles;
                 o using students’ strengths and abilities to motivate and support learning;
                 o offering multiple and varied avenues to learning.

• celebrate the achievements of students.  (October 20, 2015)