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Resource Classes

Instructional Strategies
The Curriculum Framework is incorporated with a wide-variety of media and techniques when we are learning in the SRES art studio. Throughout the school year students are drawing, painting, weaving, manipulating clay, etc. They work in two-dimensions, three-dimensions, and they are sometimes even asked to think in four-dimensions (as when they are introduced to Cubism)! Students discuss, design, sometimes redesign, create, and assess their artwork as well as the works of others

There are many ways to assess art learning at any level. In the SRES art studio, learning is mainly assessed through the CCPS Guidelines for Grading Elementary Art (see below) and the CCPS Primary Self-Assessment Model (students assess their own learning in the classroom setting).


Kindergarteners will learn the basics of matching pitch vocally, playing simple instruments, and recognizing/demonstrating steady beat. Students will perform lots of movements to music, whether they are choreographed or student-created. Students will begin to read, write, and improvise simple rhythms and notes on the music staff. Students will play several classroom instruments. Kindergarteners will also recognize opposites in music such as soft/loud, high/low, fast/slow, etc.

First grade
Students should be getting more comfortable with matching pitch vocally. They will build a simple repertoire of songs. Students will read and write rhythms that include quarter notes, eighth notes, half notes, and rests. First graders will read some notes from the music staff. We will learn dances that students will begin to perform independently. Classes will perform music using several classroom instruments. Students should recognize/demonstrate the difference between high and low, loud and soft, fast and slow, and the proper musical terms that correlate with these. First graders will perform their first musical play in the spring for their parents!

Second grade
Students will read and sing multi-verse songs. Students will read, perform, and write rhythms including quarter notes, eighth notes, triplets, sixteenth notes, half notes, whole notes, and a variety of rests. This grade level will continue to learn dances and perform them independently. These students should begin to recognize form in musical selections and hear how contrasting sections are different/similar. Students will learn many musical terms to use when listening to and discussing these similarities/differences. Second graders learn to recognize all the notes on the music staff. Students will begin to create their own lyrics, movements, and even compose a short song by the end of the year.

Third grade
Students will sing a repertoire of songs using proper posture and clear tone quality. They should begin to develop a more critical ear when listening to music, and a vocabulary to use when discussing what they hear. Students will read, write, and perform rhythms and melodies using pitched and non-pitched percussion instruments.

They will recognize instruments from all four instrument families in the orchestra, as well as knowing the proper way to play all of our classroom percussion instruments. Students will play games and perform dances from other cultures. This grade level will continue to recognize form and differing sections within music. Third graders will perform in two-part ensembles. Students will create new verses, and movements to songs and even write their own short songs by the end of the year. Third graders will all perform together in a musical play for their parents!

Fourth grade
Students will perform a repertoire of songs vocally and with instruments, using expression. Students will write, perform, and read rhythms and melodies on the treble staff. Fourth graders will become more comfortable with performing in two-part ensembles with simple harmonies. Students will create simple movements, and melodies. This grade level will recognize and interpret dynamic markings and time signatures. They will begin to hear the difference between major and minor sounding music. Students will review instruments from all instrument families in the orchestra, and learn about others from different cultures. Students will learn about famous composers from various musical time periods and begin to regularly discuss the elements they hear from each style using proper musical vocabulary. This grade level will demonstrate understanding the basics of composing. Fourth graders will spend a significant portion of the year learning to play the recorder and all will perform a concert for their parents!

Fifth grade
Fifth graders will begin our year working on their holiday musical to perform for parents in December! Students will show proper choral techniques involving posture, sound quality, and choreography. Students will continue to explore with simple harmonies. This grade level will be able to read, write, and perform rhythms and melodies from the treble staff on pitched and non-pitched percussion instruments. We will review all known instruments and explore others from different cultures. Students should be more comfortable improvising movements, and rhythms. Fifth graders will study several notable composers from various time periods and recognize elements of music specific to each style they hear. Students should speak, using musical vocabulary, about any type of music they may be exposed to. Students will compose music and perform their compositions by the end of the year. This grade level will discuss options for continuing music education at the middle school level. Last, we will perform one last song in fifth grade closing ceremony!

Physical Education

The purpose of physical education is to help students acquire the knowledge, processes, skills, and confidence needed to engage in meaningful physical activity both in the present and for a lifetime. The practice of leading a physically active lifestyle will bring about personal enjoyment, challenge, satisfaction, and a health-enhancing level of personal fitness. As a result of physical education instruction, the student will be able to do the following:

  • Demonstrate competence in motor skills and movement patterns needed to perform a variety of physical activities.
  • Apply movement principles and concepts to learning and developing motor skills and specialized movement forms.
  • Achieve and maintain a health-enhancing level of personal fitness.
  • Demonstrate responsible personal and social behaviors in physical activity settings.
  • Demonstrate a physically active lifestyle, including activity within and outside of the physical education setting.

At Spring Run Elementary School we provide many opportunities for students to engage in health enhancing physical activities. Our students attend Physical Education Resource once per week for 45 minutes with Mrs. Heintzelman and on the other 4 days they receive 30 minutes of outside Physical Education (formerly recess) with their classroom teacher. This time is structured in a way so that children have choices of activities. Their 30 minutes begins with a warm-up of jogging on our school running track. Upon completion, they are free to select activities of their choice for which Mrs. Heintzelman provides equipment. The main focus is that children remain engaged in moving so to enhance wellness.

In addition to the weekly opportunities, Spring Run’s elementary Physical Education program provides children with opportunities to participate in The American Heart Associations Jump Rope For Heart Program, Fuel Up to Play 60 Grant Program; sponsored by The American Dairy Council and National Football League, First Tee Golf Instruction sponsored by First Tee Corporation, Archery sponsored by Department of Game and Inland Fisheries, Bike Smart Program sponsored by the Virginia Department of Health as well as Family Health and fitness nights, Annual Field Day events to include 30+ events which are skill based that foster cooperation, sportsmanship, and emphasis on exercising the core values set forth by CCPS as well as participation in community fitness programs sponsored by groups such as Sports Backers.