to
Curriculum Night
Focus on Student Success
Grade 7
What can parents do to build high expectations for students?
- Actively organize and monitor their children’s time
- Discuss or help with homework
- Converse about school matters with their children
- Promote reading activities
- Communicate the importance of education to their childreni and become involved in the schoolii
______
i Finn, 1998
ii Bamburg, 1994
2013 - 2014
Core French- Grade 7
INTRODUCTION AND CURRICULUM
Bonjour! The Grade 7 program is based on the Ontario Curriculum expectations for French as a Second Language and in some cases, the expectations the Individual Education Plan (IEP) of each student. It is designed to develop a range of essential skills in oral communication, reading and writing. We are using the On y va! program, as well as material from a variety of other French language resources – some of September will be spent reviewing basic French: the alphabet, numbers, colours, objects and people in the classroom, classroom requests, days of the week, months of the year, seasons and the weather.
One of the main goals of the program is also to encourage an interest and appreciation for the language while making it relevant to students' daily lives. The program emphasizes the development of basic vocabulary and simple grammatical structures. Activities completed in class include: individual, pair, small and large group work. Students will be assessed on their French knowledge and pronunciation.
HOMEWORK
According to the TDSB homework policy, there are four types of commonly assigned homework assignments: completion, practice, preparation and extension. Please refer to the following link, for a more detailed explanation. In French, homework may take the form of, dialogues, vocabulary word practice, reading passages, grammatical exercise, handouts etc. All homework assignments will be clearly explained to the students’ prior to being sent home. If a student is absent they should check with a homework buddy and always follow up with the teacher.
MATERIAL
Students should always come to class prepared with their binder, dividers, lined paper, a pencil, an eraser, a French/English dictionary and their agenda. Keeping an organized and up to date binder is a great way to be successful not only in French class, but in other subjects as well.
ASSESSMENT AND EVALUATION
Assessment and evaluation are on-going. Assessment is used to gage students' current skills and plan for their improvement. Evaluation is used to test what knowledge or skills have been learned. A variety of tools will be used, including the achievement charts (in the curriculum documents, see Assessment and Evaluation will be based upon participation in classroom activities, short written assignments, projects, tests, oral presentations, checklists, teacher observations, co-created success criteria and anecdotal notes. Tests and evaluated projects will be sent home for parents to sign and return.
If you are interested in encouraging your child in French outside the classroom, watching French television together (French CBC and TFO are good sources) and/or reading simple picture books or listening to music in French is recommended.
EXTRA HELP
If a student is struggling, please encourage the student to seek out clarification during the school day or on a conveniently agreed upon time with the teacher. Extra help often is available after school. Students should see their French teacher for days and times.
MERCI, FROM THE GRADE 7 FRENCH TEAM (Mme. Arruda et Mme. Berardelli)
Westwood Middle School
Science Outline
Grade 7 – Mr. Pantioras
Major Units of Study:
- Interactions Within Ecosystems
- Pure Substances & Mixtures/ Heat
- Structural Strength and Stability
Evaluation:
Independent work (in class or at home)
Communication of Required Knowledge (Lab Reports)
Understanding of Basic Concepts (tests, quizzes, and mini-assignments)
Relating Science to the Outside World (Research Project)
Application of Inquiry and Design Skills (Building/Designing)
Student Expectations:
- Attend class on time
- Be attentive during instruction and use class time effectively
- Bring science binder and necessary materials to class each day
- Complete, homework, labs, and assignments regularly
- Be responsible for catching up on any missed work
- Seek extra help when work is not understood
- Submit their own work
Achievement of both excellence and equity underlies the three major goals of the science and technology program at the elementary level. The Ontario Curriculum, Grades 1 -8; Science and Technology outlines the skills and knowledge that students will develop, as well as the attitudes that they need to develop in order to use their knowledge and skills responsibly. The three goals are the following:
- to relate science and technology to society and the environment
- to develop the skills, strategies, and habits of mind required for scientific inquiry and technological problem solving
- to understand the basic concepts of science and technology
Taken from: THE ONTARIO CURRICULUM, GRADES 1-8, SCIENCE AND TECHNOLOGY
Westwood Middle School
Health and Physical Education Gr. 6/7/8
“Weightings by Key Learning Expectations”
Key Learning Expectations
/ MarkSTRAND A: ACTIVE LIVING
A1: Active Participation
- Regular participation, variety, lifelong activity
- Enjoyment, motivation
- Fitness development through daily physical activity
- Personal fitness plans
- Personal safety and safety of others during physical activity
- Wearing full gym uniform and proper footwear
- Injury Prevention
STRAND B: MOVEMENT COMPETENCE
B1: Movement Skills and Concepts
- Stability, locomotion, manipulation
- Body awareness, effort, spatial awareness
- Components of physical activities
- Strategies and tactics in all physical activities
STRAND C: HEALTHY LIVING
Health is evaluated separately as it has its own learning skills section on the report card. At Westwood, students cycle through three health units throughout the year.
TOPICS: Healthy Eating, Substance Use and Abuse,
and Growth and Development
C1: Understanding Health Concepts
- Understanding factors that contribute to healthy growth and development
- Applying health knowledge and making decisions
- Link to personal health and well-being
Visual Arts
Grade 7
Theory
Introduction to the study of Visual Art
- Art media, styles and techniques
- Famous artists and artistic periods
- Art criticism
- Art terminology
The Elements of Design
- Line: Contour and gesture drawing, the expressive qualities of line
- Shape and form: Positive and negative space, organic and geometric shapes
- Texture: Texture rubbings
- Colour/ Value: The colour wheel, colour relationships, the expressive qualities of colour, pigment mixing, value scale
The Principles of Design
- Unity
- Contrast
- Variety
- Balance
- Movement
- Pattern
- Emphasis
Application
Two and Three-dimensional creative projects may include:
- “Stained Glass” Windows
- Pottery
- Jewellery Making
- Acrylic Painting
- Collage
- Drawing
- Graphic Design
- Print Making
Westwood Middle School
Music Department
Long Range Plans for grades 6, 7, & 8
Classroom Program:
Each Westwood student during the school year will receive 100 minutes of music instruction over each six-day cycle.
The program consists of both a performance and non-performance component. The material played in class stresses proper technique, tone development, application of their knowledge of musical terms, and personal skills building. Independent practice at home is an extension of the performance component and HIGHLY encouraged for each student. The non-performance component focuses on the study of music theory, music listening skills development through the understanding of the elements of music, an introduction to the history of music, opportunities for creativity, and responding to a variety of music-based activities and experiences. Most of these activities and tasks are completed by an individual or group situations.
Extracurricular opportunities for music students exist in the form of participation in different concert bands(Junior-gr 6 & 7, and Senior-gr 7 & 8), the school choir (all grades), percussion ensemble, small ensembles, as well as possible solo/duet opportunities. Public performance opportunities may be at music festivals in and out of the school board, at school and community events.
Grade 6Non-Performance:
-Rules and Expectations for music
-Introduction to instruments
-Choosing an instrument
-Introduction to music theory; music notation, musical terms, note values, metres, elements of music
-Introduction to Music History: The Baroque Period / Grade 7
Non-Performance:
-Rules and Expectations for music
-Review of instruments
-Review and continued development of music theory knowledge (music notation, musical terms, note values, scales, metres, elements of music)
-Introduction to Music History: The Classical Period / Grade 8
Non-Performance:
-Rules and Expectations for music
-Review of instruments
-Review and expansion of music theory knowledge (music notation, musical terms, note values, scales, metres, elements of music)
-Introduction to Music History: The Romantic Period
Performance:
-Introduction to playing instrument of choice
-Playing technique
-Embouchure development
-Posture, range development
-Music (notation) reading
-Introduction to large ensemble playing (unison)
-Application of music theory knowledge / Performance:
-Development of playing technique on instrument of choice
-Embouchure, posture, range development
-Music (notation) reading including a variety of styles, metres, dynamics, articulation
-Small and large ensemble playing (unison and intro to divisi parts)
-Application of music theory knowledge / Performance:
-Continued development of playing technique on instrument of choice
-Embouchure, posture, range development
-Music (notation) reading including a variety of styles, metres, dynamics, articulation
-Solo, Small, and large ensemble playing (unison and divisi parts)
-Application of music theory knowledge
Homework:
Working on music at home reinforces what has been done/taught in the classroom and facilitates the learning of new skills and techniques. The development of a student’s skill set increases with regular review and practice. This can be achieved with regularly signing out their instrument and is HIGHLY encouraged to ensure each student is meeting the performance expectations for their grade level. Each term, students will be required to maintain a practice log that will form part of their mark.
Music theory and the study of music history will be done occasionally during class, but it will also be assigned as homework. All work should be kept in a MUSIC BINDER (three ring with dividers for music, theory, and history) and is required by each student. A mark will be given for the maintenance.
Students who require extra help in playing and/or theory are invited to meet with myself at an agreed upon time on the following days: Tuesday, Wednesday, and Thursday from 8:00 to 8:35am. Other times may be available with advance notice.
Evaluation:
All Westwood students will receive a grade for their participation in music. Students in grade 6 will receive letter grades, and students in grades 7 & 8 will receive a number grade out of 100 on their report card each term. These grades will be based on a combination of performance and non-performance based activities based upon the following tasks and activities:
Music Binder, Practice Log, Journal, Daily playing in class, Homework, Assignments, Written Tests, and Playing Tests
Resources:
Resources will include a band method book, specific exercises for specific instruments, teacher created exercises and worksheets (performance and non-performance), band repertoire, videotapes, DVDs, CDs, overhead transparencies, computer access (where possible), and music instruments. Occasionally we may be able to attend a performance and/or have guest musicians/clinicians come to our school for workshops and other presentations. Certain DVDs and CDs will be available for sign out to aid in your child’s musical development. I will also be able to make recommendations to your child for any other materials that may be determined to reinforce or complement their study/development.
Mr. M. Grieco
Head of Music
Westwood Middle School
Drama and Dance – Grade 7
First Term
Getting to Know You Activities
Building Trust
Increasing Awareness of Self and Others
Developing Verbal and Non-Verbal Communication Skills
Tableaux
Movement
Using Literature as a Stepping Stone (legends, poems)
Second Term
Role Games
Role Play
Movement
Creating Dance Pieces to Communicate Meaning
Individual and Group Improvisation
Examining Subtext (the meaning behind the meaning)
Using Literature as a Stepping Stone (short stories, novels, poems)
Dramatic Monologues
Students will use the elements of drama and dance to communicate feelings, ideas and multiple perspectives. They will be given the opportunity to work collaboratively with their peers and reflect, respond to and analyze a variety of their drama and dance experiences.
WESTWOOD MID PROGRAM CLASS 6/7/8B
Mr. Paul –TeacherMr. Raine – Educational Assistant
PROGRAM:
The Mild Intellectual Disability Program (MID program) provides students with a safe and nurturing environment to help them be successful at school. Our program is guided by the expectations outlined in the Ontario Curriculum and in the Individual Education Plan (IEP) of each student, which range from accommodations and modifications to alternative expectations. Parents are consulted in the development of their child’s IEP and learning goals are reviewed annually. This class serves to increase students’ knowledge of Literacy and Numeracy across the curriculum otherwise known as functional academics. Other skills that are essential to future success such as social and organizational skills and various forms of positive communication, self-advocacy and life skills are also the focus of this program. Some of the activities unique to our class that promote basic life skills include cooking, financial literacy, nutrition, problem solving, conflict resolution and basic functional skills such as learning to do the laundry.
SUPPORT:
- The maximum class size is 16 students.
- Special Education Teachers (Mr. Paul and Ms. Dharsee)
- One Educational Assistant (EA) (Mr. Raine)
- Overall school support: Guidance Counselor, Administrators, Social Worker
All students in this program have access to computer equipment both in the classroom and in other locations. All of the students in the MID class have access to the Learning Commons which has a number of additional educational software programs to promote student success.
During the rotary subjects, as listed below, the EA accompanies students to their designated areas and supports the students in that class.
Rotary classes are as follows:
Grade 6 / Grade 7 / Grade 8Health and Physical Education: Mr. Houzer
Music: Mr. Grieco / Health and Physical Education: Mr. Dwyer
Music: Mr. Grieco / Health and Physical
Education: Mr. Dwyer
Music: Mr. Grieco
HOME/ SCHOOL COMMUNICATION:
- Regular communication through the use of the agendaas well as phone calls home. Homework will always be explained to the students prior to being sent home and will be assigned on the individual basis.
If you have any questions, comments, or concerns, please feel free to contact
Mr. Paul at (416) 396-2480 or
Gifted Program
This is our sixth year hosting the Gifted Program at
Westwood Middle School!
We have three classes: Grade 6 – Ms. Gudov
Grade 7/8 – Ms. Groat
Grade 7/8– Mr. Papadoupolos
- Each class follows the grade-specific Ontario Curriculum.
- Gifted programming includes rich inquiry based, hands-on learning.
- All Gifted students will follow a rotary schedule and travel for some classes (e.g. French, Music, Physical Education).
- Students in the Gifted Program all have an Individual Education Plan (IEP). The IEP outlines the general alternative program for gifted students in the areas of Research, Thinking, and Awareness of Self and Others.
- Parents will be consulted in the development of their child’s IEP.
- The Gifted teachers work closely with students, other teachers, and parents to ensure that students experience success at school.
- Students in the Gifted Program are included in special school events with other Westwood students in their grades and are encouraged to become active members of the Westwood community.
- Our goal: STUDENT SUCCESS!
Grade 7 Home School Program
Teacher: Mr. Graber
- Grade 7 HSP students are integrated into the grade 7 classroom and spend half the day with their HSP teacher, working on modified or accommodated programs for Math, Language, and History/Geography. Students are integrated for all other subjects, with appropriate accommodations.
- Students in the HSP classes each have an Individual Education Plan (IEP). The IEP outlines individual academic goals for each student.
- Individual Education Plans will be updated and revised according to student success on an ongoing basis. All teachers have input into the IEPs of the students they teach.
- Parents will be consulted in the development of their child’s IEP.
- The HSP teacher work closely with students, other teachers, educational assistants, and parents to ensure that HSP students experience success at school.
- Students in the HSP program will be integrated for all field trips and special school events with the other Westwood students in their grade and are expected to participate fully.
Our Goal: To ensure student success.
Guidance @Westwood
Mr. Daniele is the GuidanceCounselor at Westwood Middle School. He is available at Westwood Monday morning and all day Wednesday. He services students individually, in small groups and whole classes.
Transitions may sometimes present a challenge to students. Mr. Daniele is an integral part of transitioning grade 6 students to Westwood and grade 8 students to high school. Grade 8 students, in particular, will connect with Mr. Daniele throughout the year when the high school application process commences in October. Both parents and students are encouraged to visit high schools during their open houses, which will be posted on this page beginning this fall. In addition, Mr. Daniele helps to coordinate and present the “Choices for Nine” information night in the fall for grade 8 students and their parents. On that evening, neighbouring high schools will be available to speak to students about their programs.
Not only does Mr. Daniele help with transitions, but he also works with classes around various topics that include social justice, career planning and grade 8 career day.
Any student wishing to speak to Mr. Daniele on an individual basis may do so by a teacher’s referral using the student agenda.