to
Curriculum Night
Focus on Student Success
Grade 7
What can parents do to build high expectations for students?
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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
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i
Finn, 1998
ii
Bamburg, 1994
Grade 7 Core
The aims of the courses are:
To fulfill the Overall and Specific Expectations of the Ontario Language Arts (Oral and Visual
Communication, Reading, Writing and Media Studies), Mathematics (Number Sense, Patterning
and Algebra, Measurement, Geometry and Data Management and Probability) and History and
Geography curriculum documents.
Big Idea: Sustainability & Interactions within Systems
(Big Question: How do systems potentially impact ourselves, our quality of life and state of
our world?)
Furthermore we want Westwood students to become global citizens that:
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use language as a vehicle for thought, creativity, reflection, learning and self-expression,
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use language as a tool for personal growth, social interaction and for developing relationships within the
international community,
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comprehend more clearly aspects of their own culture and those of other cultures by exploring the
interdependence of human beings through a variety of works,
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explore the many facets of the language through the use of media and information technology,
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reflect on the learning process in various ways and at various stages,
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a respect for and understanding of others’ perspectives, values and attitudes,
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awareness and understanding of people, cultures and events in a variety of places at different times,
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an understanding of the interactions and interdependence of individuals, societies, and their
environments,
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an understanding of the causes and consequences of change through physical and human actions and
processes,
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a sense of internationalism and a desire to be proactive as a responsible global citizen,
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an awareness of the connections with other subjects
English
Oral and Visual Communication
 Listening skills
 Presentations on a variety of topics that could be integrated with History/Geography/Math
 Class participation
Reading
 Reading strategies – unpacking text
 Novel study/Literature Circles
 Balanced literacy program
 Poetry
 Independent reading
 Journals and Reflections
Writing
• Short stories
• Paragraph Writing
• Narrative Writing
• Exposition
• Identify the topic, purpose and audience for complex
writing forms
Media Studies
 Elements of visual presentation
 Identify the conventions and techniques associated with various media forms
 Create media forms to convey a message
 Understand the power of media and messages behind media through examining various media.
(Looking and breaking gender stereotypes in media)
History and Geography: How do systems potentially impact ourselves, our quality of life and
state of our world?
Big Idea for History and Geography
Through an examination of various systems (political, class, environmental) in Canada, students
will learn that many of the rights and freedoms we have in Canada today are the result of actions
taken by people in this era to change their lives.
Students will explore present-day systems that impact the use of land and natural resources in
Canada and globally.
History:
Grade 7
A. New France and British North America 1713-1800
B. Canada, 1800–1850: Conflict and Challenges
Through the historical thinking concepts of Significance, Cause and Consequence, Continuity and
Change and Perspectives we will explore Canadian History.
Geography:
Grade 8
A. Physical Patterns in a Changing World
B. Natural Resources around the World: Use and Sustainability
Through the concepts of geographic thinking of spatial significance, patterns and trends,
interrelationships, and geographic perspective we will explore Canadian and Global Geography .
Mathematics:
How do systems potentially impact ourselves,
quality of life and state of our world?
2013 - our
2014
Term 1
Term 2
Number Sense
Number Sense
Patterning Algebra
Measurement
Geometry
Patterning and Algebra
Measurement
Data Management and Probability
Number Sense:
 Place value
 Order of operations
 Rounding and estimating
 Factors and multiples
 Fractions
 Decimals
 Percents/Ratio
 Integers
Measurement:
 Area and perimeter of
parallelogram, triangle,
trapezoid
 Surface area and volume
of right prisms
The mathematical processes:
• problem solving
• reasoning and proving
• reflecting
• selecting tools and
computational strategies
• connecting
• representing
• communicating
Patterning and Algebra:
 Variables
 Algebraic expressions
 Algebraic equations
Geometry:
 Solids
 Nets
 Surface area and volume of right
prisms
 Classifying figures
 Transformations
 Design applications
Data Management and Probability:
 Surveys
 Graphing
 Interpreting and analyzing
graphs
 Probability theory
 Probability experiments
Assessment
The Ontario Assessment Criteria are:
Language Arts and Mathematics
 Thinking
 Communication
 Application
 Knowledge and understanding
Geography/History
 Understanding concepts
 Inquiry/research skills and map/global skills
 Communication required knowledge
 Application of concepts and skills
Assessment tasks will include:
 Rich Culminating Tasks
 Options for choice
 Inquiry-based projects
 Self-directed studies
 Reports, reflections, responses, journals
 Formal written work i.e. Essays, proposal
 Self/peer evaluation, collaborative group work
 Comprehension
 Tests
 Use of a variety of reading strategies
 Presentations
 Participation
 Role Play/Drama
Assessment tools will include:
 Success Checklist with Descriptive feedback
 Rubrics
 Self/peer evaluation
 Tests
 Observations
 Anecdotal notes
Homework
 Record all homework assignments in the school agenda
 Complete assigned homework on time and to the best of their ability
 Regular review of concepts taught
 Recommended 30 minutes of reading a day
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,
http://www2.tdsb.on.ca/ppf/uploads/files/live/102/199.pdf 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
http://www.edu.qov.on.ca/enq/curriculum/elementary/fsl.html). 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:
1. to relate science and technology to society and the environment
2. to develop the skills, strategies, and habits of mind required for scientific inquiry and
technological problem solving
3. 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
Mark
STRAND A: ACTIVE LIVING
A1: Active Participation
 Regular participation, variety, lifelong activity
 Enjoyment, motivation
A2: Physical Fitness
 Fitness development through daily physical activity
 Personal fitness plans
A3: Safety
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80%
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
20%
B2: Movement Strategies
 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
C2: Making Healthy Choices
 Applying health knowledge and making decisions
C3: Making Connections for Healthy Living
 Link to personal health and well-being
100%
Visual Arts
Grade 7
Theory
Introduction to the study of Visual Art
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Art media, styles and techniques
Famous artists and artistic periods
Art criticism
Art terminology
The Elements of Design
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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
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Unity
Contrast
Variety
Balance
Movement
Pattern
Emphasis
Application
Two and Three-dimensional creative projects may include:
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“Stained Glass” Windows
Pottery
Jewellery Making
Acrylic Painting
Collage
Drawing
Graphic Design
Print Making
Assessment and Evaluation
1. Use of studio time (active participation, proper clean-up, on-task
behaviour)
2. Completion of assigned "studies"
3. Tests (vocabulary, theory, art criticism)
4. Creative Work (completion of major artistic projects)
Note: Students must come to class each day prepared with a sketching
pencil. It would be useful to have at hand a ruler, markers, compass,
pencil crayons and scissors.
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(Juniorgr 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 6
Non-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
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
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
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
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:
-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 –Teacher
Mr. 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:
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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
Health and Physical Education:
Mr. Houzer
Music: Mr. Grieco
Grade 7
Grade 8
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 agenda as 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 surinder.paul@tdsb.on.ca
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
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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.
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Students in the HSP classes each have an Individual Education Plan (IEP). The IEP outlines individual
academic goals for each student.
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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.
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Parents will be consulted in the development of their child’s IEP.
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The HSP teacher work closely with students, other teachers, educational assistants, and parents to ensure
that HSP students experience success at school.
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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 Guidance Counselor 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.
Westwood Middle School Learning Commons
Teacher-Librarian: Ramandeep Sarai
Mission Statement:
Through access to diverse literature, technology and creative learning partnerships with staff, students acquire the
skills to become lifelong learners at the Westwood Middle School Learning Commons and for the future.
Learning Commons Program: As our mission statement identifies, the purpose of the Westwood Learning
Commons program is two-fold: to inspire a love for reading and to teach the necessary information and inquiry skills
to thrive in our digital world and to reach the 21st century learner. As such, the teacher-librarian works closely with the
teachers to support and enhance classroom endeavours. Furthermore, students have access to a range of technology in
the Learning Commons. The program focuses on reading for meaning and joy, learning and utilizing technology, and
acquiring research skills. The diversity of our Canadian culture is also reflected in the resources that are chosen and
used in the library program.
Extracurricular Clubs & Events:
LC Helper program: An opportunity for
interested students to assist in the Learning
Commons by checking in books, re-shelving
materials, creating book displays and
helping out with library events. A notice
will be going home shortly.
Scholastic Book Fair: An important fundraiser for the
library, scheduled to take November10th-14th. Both
student and parent volunteers will be greatly
appreciated. More details will follow in Octobe.
Forest of Reading Book Club: A program
for students to read new Canadian fiction
novels and discuss them with their peers.
The club will start in December.
Borrowing Policy: Students may borrow up to three books at a time for a 2 week period. They may
renew once. If students lose or damage a book, they will be asked to pay a partial recover fee, between
$5.00-$10 for soft cover and starting at $10.00 for hardcover. If the book is new, they may be asked to
pay the full price for the book.
Donations: Donations of new or “like-new” books are always welcome at the Westwood Learning
Commons. Please see Ms. Sarai for further details.
Parent Volunteers: If you would like to volunteer in the Westwood Learning Commons this year,
please speak with Ms. Sarai. We welcome your assistance; it takes a whole community to run a thriving
Learning Commons