In the French Immersion Program, students are encouraged to participate in daily classroom activities in French to learn the language as well as the knowledge, skills, and attitudes pertaining to the different subject areas. Expectations increase as students progress in the program.
In all grades, students develop skills in literacy and communication, working with others, solving problems, and using technology.
The Arts plastiques [visual arts] and Éducation musicale [music] programs enable students to develop a variety of artistic knowledge, skills and attitudes.
By the end of Grade 7, students should be able to
- identify the form of a work heard;
- read short scores and transcribe musical excerpts;
- name the instruments of different musical styles and periods; classify them by family and identify them by tone colour;
- correctly use the elements of pitch, duration and volume;
- handle and play an instrument with agility and ease;
- accurately reproduce passages of music, respect technical rules;
- interpret music with an emphasis on phrasing, expression and certain aspects of the piece;
- improvise a response to a musical question.
The Visual Arts program allows Kindergarten to Grade 8 students to express their ideas through images and then respond to them. Students also respond to other students' images as well as those of artists.
In making their images, students work with different themes in order to observe different aspects of the world around them, and to acquire:
- gestures related to different techniques (drawing, painting, collage, engraving, printing and sculpture) and
- structural elements of form (dot, line, texture, colours and volume) as well as spatial organization.
Visual art techniques and language explored from Grade 4 to Grade 8 are basically the same, but the materials and the processes used become more complex over the years. For example, engraving on Styrofoam, on plaster, and on aluminium will be introduced.
Through the study of English LA-Immersion, students learn to understand, appreciate, and use language in everyday life. Students learn to listen, speak, read, write, view, and represent at different times and in different ways. Classroom learning reflects "everyday" experiences where students learn to choose and use appropriate materials for real purposes.
In Grade 7, students
- compare and summarize points of view
by respectfully discussing their thoughts
with others, and reflect on their language
for example: predicting; expressing opinions; reaching conclusions; listening actively; appreciating others' ideas; disagreeing politely; paraphrasing and asking relevant questions to clarify ideas; correcting misconceptions; providing feedback; identifying strengths and areas for growth; and following through
- use a variety of appropriate strategies
to help them understand and respond to what
they read, see, and hear;
for example: reflecting on and assessing meaning; skimming; scanning; close reading; stating main ideas and supporting ideas in own words; understanding the purpose of bold print and footnotes in information books; and understanding the meaning of specialized vocabulary
- compare different ways in which writers
for example: experiencing different kinds of reading materials such as journals, letters, and novels
- do research in a variety of ways and learn to choose appropriate information sources when seeking answers to their questions;
- identify and use a variety of ways
to communicate ideas for different audiences
and purposes through written, oral, and
for example: participating in role-play, language games, and simulations; creating posters; preparing PowerPoint presentations; and writing character sketches, legends, scripts, advertisements, speeches, short stories, and cartoon sequences
- use a variety of skills and strategies
to revise and edit their work;
for example: creating a variety of interesting sentences; using figurative language such as similes; eliminating repetition; and applying rules for spelling, capitalizing, and punctuating
- learn to reach consensus when working
in groups, and evaluate their own contributions
and the group's effectiveness;
for example: analyzing and evaluating different viewpoints and information; and sharing perspectives and conclusions.
The students will develop their language skills by listening, speaking, reading, writing, and showing a positive attitude towards learning French.
In Grade 7, students will be able to understand, interpret and respond to a variety of oral and written messages by:
- summarizing a text using a prepared outline;
- identifying poetic techniques such as rhythm and word usage;
- explaining the relationship between characters in stories and movies;
- discussing media influence;
- naming several techniques used by a presenter.
They will be able to generate, create and express ideas in a variety of ways such as:
- expressing and supporting opinions and tastes;
- writing a text to inform (introduction, development, conclusion);
- writing a story showing the relationship between the characters' feelings and actions;
- revising, enhancing the text, and editing using different types of resources.
From Kindergarten to Grade 12, students use seven critical processes to build their understanding of mathematics and to support lifelong learning:
- Communicationshowing learning orally, through diagrams, and in writing.
- Connectionsmaking connections among everyday situations, other subject areas, and mathematics concepts.
- Estimation/Mental Mathematicsdeveloping understanding of numbers and quantities.
- Problem Solvinginvestigating problems, including those with multiple solutions.
- Reasoningjustifying thinking.
- Technologyusing technology to enhance problem solving and encourage discovery of number patterns.
- Visualizationdrawing on mental images to clarify concepts.
Grade 7 students:
|Patterns and Relations||
|Statistics and Probability||
|Shape and Space||
In the combined physical education/health education curriculum, students from Kindergarten to Grade 12 develop the knowledge, skills, and attitudes for leading physically active and healthy lifestyles. The curriculum content highlighted for each grade is organized within five general learning outcomes (GLOs), which are the same for each grade.
|General Learning Outcomes (GLOs)||Content Highlights|
|The student will demonstrate competency in selected movement skills and knowledge of movement development and physical activities with respect to different types of learning experiences, environments, and cultures.||Grade 7 students:
|2. Fitness Management|
|The student will demonstrate the ability to develop and follow a personal fitness plan for lifelong physical activity and well-being.||Grade 7 students:
|The student will demonstrate safe and responsible behaviours to manage risks and prevent injuries in physical activity participation and in daily living.||Grade 7 students:
|4. Personal and Social Management|
|The student will demonstrate the ability to develop self-understanding, to make health-enhancing decisions, to work cooperatively and fairly with others, and to build positive relationships with others.||Grade 7 students:
|5. Healthy Lifestyle Practices|
|The student will demonstrate the ability to make informed decisions for healthy living related to personal health practices, active living, healthy nutritional practices, substance use and abuse, and human sexuality.||Grade 7 students:
Note: In Grade 7, the health topics that contain potentially sensitive content are personal safety in GLO 3, as well as substance use and abuse prevention and human sexuality in GLO 5. Prior to teaching the content, schools are expected to communicate appropriate information to parents, including a parental option. A parental option means that parents may choose a school-based or alternative delivery (e.g., home, professional counselling).
In the Kindergarten to Grade 12 science classroom, students are actively engaged in "doing" science and developing related skills and attitudes, as well as extending their understanding of science concepts. In addition, they make links between science and daily life and appreciate both the power and limitations of science.
Grade 7 students develop an understanding of science concepts in the following units (thematic clusters):
- Interactions within Ecosystems
- Particle Theory of Matter
- Forces and Structures
- Earth's Crust
These topic areas serve as contexts for students to develop the following skills, attitudes, and understanding about the nature of science:
- Recognize that scientific knowledge has evolved and that technology has played a role in this process.
- Plan and conduct experiments that constitute a fair test, including controlling variables, recording and analyzing data, and drawing a conclusion based on experimental results.
- Construct an object or device to solve a problem, based on specific criteria.
- Investigate societal, environmental, and economic impacts of science and technology.
- Recognize the importance of maintaining a balance between the needs of humans and a sustainable environment.
- Appreciate the contributions of Canadians to science and technology.
People and Places in the World
Grade 7 students focus on environmental, social, and cultural factors that affect quality of life for people in various places in the world. They study physical and human geography and global demographic trends. Students enhance their awareness of indigenous peoples and explore ways of life in other places. They examine how various factors shape ways of life in a contemporary society of Asia, Africa, or Australasia. They also focus on a contemporary society in Europe or the Americas as they consider the human impact of urbanization and technological change. Students become aware of the commonalities that link cultures and societies and the disparities that divide them. As they explore global challenges and opportunities, students become aware of the importance of international cooperation and begin to understand their roles as citizens in an increasingly interdependent world.
Cluster 1: World Geography
Students examine human and physical geography and their connections. This study includes a focus on maps and mapping, population clusters, principal regions, bodies of water, vegetation and climatic zones, more and less developed nations, and time zones.
Cluster 2: Global Quality of Life
Students examine environmental, social, and cultural factors that affect quality of life for people in Canada and other places in the world. This study includes a focus on concepts related to universal human rights, diverse cultural perspectives, citizenship and democracy, identity, and discrimination. Students examine the role of international agencies and global cooperation, the relationship between wealth, resources, and power, as well as the impact of their personal actions on quality of life for people in other places.
Cluster 3: Ways of Life in Asia, Africa, or Australasia
Students examine how various factors shape ways of life in one contemporary society, selected from a choice of Asia, Africa, or Australasia. This study includes a focus on environmental, historical, social, political, and cultural issues, as well as a focus on indigenous peoples. Students also explore economic activities, including work and trade, and consider the impact of technological change, urbanization, industrialization, and westernization within the selected society.
Cluster 4: Human Impact in Europe or the Americas
Students examine the impact of human activities in one contemporary society, selected from a choice of Europe or the Americas. This study includes a focus on environmental, social, political, cultural, and economic issues. Students explore historical events, climate change, technological development and urbanization, use of natural resources, food production and distribution, and consumerism. They also consider concepts related to sustainable development. Finally, as students assess the consequences of their personal actions and choices, they come to understand their roles as citizens in an increasingly interdependent world.
Go to Grade 7 Social Studies Curriculum...