Subject area descriptions are based on what students are expected to learn (provincial learning outcomes). Classroom programming may vary to accommodate local situations such as second language learners, multi-grade classrooms, and students with special needs. As well, subjects may be combined through integrated themes. Parents are encouraged to discuss specific details about their child's programming with the classroom teacher.

In all grades, students develop skills in literacy and communication, working with others, solving problems, and using technology.

 

Music

The music curriculum for Grades 7 and 8 consists of five alternative options:

• Choral
• Band
• Guitar
• Strings/Orchestra
• Modular Program

Some schools offer two or more of these options or use the Modular Program that samples a number of the options.

Visual Arts

Students develop specific skills sequentially in each of the following Grades 7 and 8 units:

• Drawing
• Painting
• Printmaking
• Sculpture
• Ceramics
• Fibre Arts
• Photography

Learning activities to develop art appreciation and an understanding of design are integrated into the various units.

Arts Education K-8...

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Through the study of English language arts, each student from Kindergarten to Grade 12 learns 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. In the English language arts classroom, where the teacher(s) and students choose and use appropriate materials and activities for real purposes, learning reflects everyday experiences.

In Grade 7, students

• compare and summarize points of view by respectfully discussing their thoughts with others, and reflect on their language learning
  
  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 use language
  
  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 visual presentations
  
  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

English Language Arts K-8...

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From Kindergarten to Grade 12, students use seven critical processes to build their understanding of mathematics and to support lifelong learning:

• Communication—showing learning orally, through diagrams, and in writing.
• Connections—making connections among everyday situations, other subject areas, and mathematics concepts.
• Estimation/Mental Mathematics—developing understanding of numbers and quantities.
• Problem Solving—investigating problems, including those with multiple solutions.
• Reasoning—justifying thinking.
• Technology—using technology to enhance problem solving and encourage discovery of number patterns.
• Visualization—drawing on mental images to clarify concepts.

Grade 7 students:

Patterns and Relations	Use expressions containing unknowns to represent patterns and to make predictions. Solve problems by using unknowns and equations.
Statistics and Probability	Develop and defend a plan to collect, display, and analyze data (using median, mode, mean, range, extremes, and quartiles). Create and solve problems using probability.
Shape and Space	Solve problems involving circles, time zones, perimeter, and area. Link angles and properties of parallel lines. Create and analyze patterns and designs, using congruence, symmetry, slides, flips, and turns.
Number	Demonstrate a number sense for decimals, fractions, integers, and whole numbers. Add, subtract, multiply, and divide decimals and integers to solve problems. Use rates, ratios, and percentages to solve problems.

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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
1. Movement
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: Show an understanding of concepts, rules, terms, ethics, and skill/technique in a variety of physical activities, including territory/invasion games (e.g., soccer, ultimate) and striking/fielding games (e.g., baseball, cricket). Design, perform, combine, and analyze movement skills in selected physical activities related to sports/games, outdoor pursuits, and rhythmic/gymnastic activities.
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: Describe exercises and how they affect muscular development, the principles of training, and the purpose of warm-up and cool-down activities. Demonstrate behaviours to attain personal fitness goals and the ability to record and interpret their own results.
3. Safety
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: Identify safety rules, routines, and procedures related to physical activity participation; specific equipment and facilities that promote inclusion; and water-based activities. Show an understanding of dangerous situations, including school intruders, home invasion, hazing, Internet use, violence prevention, and abuse, as well as ways to seek help. Participate safely in class activities.
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: Explain the mental skills and obstacles that affect goal achievement, and the skills related to dealing with change, making healthy decisions, being a leader, making new friends, and managing anger, conflict, and potentially dangerous situations. Demonstrate the ability to develop interpersonal skills, as well as conflict-resolution, decision-making/problem-solving, avoidance, and refusal strategies.
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: Identify the lifestyle practices for making healthy decisions related to substance use and/or abuse issues, developing relationships, and responsible sexual behaviour.

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).

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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.

Science K-8...

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Social studies is the study of people in relation to each other and to the world in which they live.  In Manitoba, social studies comprises the disciplines of history and geography, draws upon the social sciences, and integrates relevant content from the humanities. As a study of human beings in their physical, social, and cultural environments, social studies examines the past and present, and looks toward the future. Social studies helps students acquire the skills, knowledge, and values necessary to become active democratic citizens and contributing members of their communities, locally, nationally, and globally.

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.

People and Places in the 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...

Social Studies K-8...

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