Mou nt Pe ar l Inte r med iate
Grade 8
Curriculum Night Information
for
Parents/Guardians
2015-2016
Thursday, September 17, 2015
1
Promotion Requirements
(Policy Excerpts)
306.7
Promotion/Non-Promotion in K-9 shall be made in the best interests of each
student. Consideration shall be given to the students’ level of cognitive, intellectual,
social, and emotional development as well as present and past levels of achievement.
306.7A
A student in K-9 following an Alternate Curriculum-Pathway 5 shall be
placed each year with appropriate adjustments made to his/her Individual
Support Service Plan. These adjustments shall be made by the student’s
Support Services Planning Team.
306.7B
A student accessing Pathway 4 supports (Alternate Course/Enabling
Course) shall be considered for promotion/non-promotion as outlined in
306.7D, E and F in accordance with the student’s ISSP.
306.7C
A student accessing Pathway 3 supports (Modified Courses in designated
programs) shall be considered for promotion/non-promotion, as outlined in
306.7 D, E and F in relation to meeting the determined modified outcomes
of the Prescribed Program in accordance with the student’s ISSP.
Appropriate adjustments shall be made to the student’s ISSP as
necessary. These adjustments shall be made by the student’s Support
Services Planning Team.
306.7D
Promotion of students in K-9 following the Prescribed Program
(Pathway 1) or accessing Pathway 2 and 3 supports shall be considered with the
following context:
(1)
Promotion decisions at the Primary/Elementary level shall be
based on the assessment of the whole student in relation to
learning outcomes.
(2)
Students shall usually be promoted through the prescribed
curriculum of the Primary/Elementary grades with their peers.
(3)
Promotion decisions at the Intermediate level (Grades 7 – 9) shall
use the following criteria:
A student on the prescribed program (Pathway 1) or
accessing Pathway 2 and 3 support shall pass (receive a
grade of at least 50%) Language Arts or Francais,
Mathematics, Science, Social Studies, Core French and
any two others of the following subject areas:
Technology Education
Religious Education
Home Economics
Physical Education
Health
Music
Art
Note: Students enrolled in the French Immersion Program must pass Français to
continue in the French Immersion Stream.
2
Honours and Principal’s List
Honours Status shall be granted on the June report to grades 7 and 8 students who
meet the following criteria:


Pass all subject areas with a minimum grade of 75%
Achieve a minimum grade of 80% in each of the following subject areas:
o English
o Science
o Core French or French Language Arts (Français)
o Mathematics
o Social Studies
Principal’s List Status shall be granted on the June report to students in grades 7 and 8
who meet the following criteria:


Pass all subjects with a minimum grade of 80%
achieve a minimum average of 90% calculated using the following subject areas:
o English
o Science
o Core French or French Language Arts (Français)
o Mathematics
o Social Studies
Assessment and Reporting Schedule
190 Teaching Days
2 Administrative Days
TERM ONE
September 9, 2015 – November 27, 2015
1.
Term One ends November 27, 2015
2.
Reports released November 30, 2015
3.
Parent/Teacher/Student Conferences
- Thursday, December 3, 2015
(56 days)
TERM TWO
November 30, 2015 – March 11, 2016
1.
Term Two ends March 11, 2016
2.
Reports released March 14, 2016
3.
Parent/Teacher/Student Conferences
- Thursday, March 17, 2016
(67 days)
TERM THREE
March 14, 2016 – June 23, 2016

Reports released on June 23, 2016
3
(67 days)
Guidance
The Guidance Department at Mount Pearl Intermediate is responsible for a wide range of
services. The guidance program provides leadership opportunities, coordinates the
Tutoring for Tuition program, and, through the Character Counts! Program, works to
create a positive school environment where all can feel safe and respected. This program
also promotes an atmosphere of acceptance, trust and responsibility for others.
In addition to these services and programs, the Guidance Department provides individual
and group counseling, mediation, formal and informal assessments, and consultation with
students and parents/guardians. Guidance counselors are also involved in the
development of Behavior Management Plans, monitoring of students with particular
learning and/or behavior needs, and direct involvement in Individualized Educational Plan
(IEP) and Individualized Student Support Plan (ISSP) meetings. Referrals and
consultation with outside agencies are made on an as needed basis.
Student Support Services
The Special Services Department at Mount Pearl Intermediate provides a wide range of
supports for students with exceptionalities. Instructional Resource Teachers consult and
collaborate with classroom/subject teachers in order to develop and deliver supports and
programming for students with exceptionalities. Instructional Resource Teachers also
assist in differentiating the instruction in the inclusive classroom in order to meet the
diverse learning styles of our students. Teachers working with students with pervasive
needs may deliver programming and supports in the inclusive classroom and/or a smallgroup setting, depending on the need. The Special Services Department is also involved
in pre-referral/referral, IEP and ISSP meetings, formal and informal assessment, and the
development and implementation of Behavior Management Plans.
Art
The intermediate art program builds upon the previous art programs of primary and
elementary schools. Students are afforded increased opportunity to express their ideas
and feelings through an emphasis on creating art images and objects. The program
focuses on developing an understanding of design in art and the visual environment.
Students learn more sophisticated applications of design elements and principles and
have opportunities to use this knowledge.
The Grade 8 Art Course is a 26 hour course with a major focus on studio art (art making).
Consequently, there is little in the way of written work/testing. The course begins with a
concentration on developing drawing skills and skills of observation. Students work in a
variety of art media in drawing, painting and sculpture. This is often the first exposure to
some art materials and a large portion of class time must be given to allow students to
adequately familiarize themselves with the characteristics of a particular medium, to
develop proficiency in their use, and finally to apply this experience to the creation of an
art work. Students learn some of the basic elements and principles of visual design,
analyze them in master works and then apply their knowledge to their own creations.
Three components of every art work must be considered: content (expression/meaning),
design (composition), and technique (materials and processes). Ultimately it is our wish
that students will develop their confidence and their ability to express themselves visually,
as well as develop their creativity and their appreciation of the visual arts.
Units

4
Drawing



Painting
Sculpture
Fibre Arts
Evaluation:
Studio Projects (student involvement in the process, final product, etc.)
Portfolio/Journal/Sketchbook/Teacher Student Conferences
Written/Oral work (presentations, self-assessments, research, etc.)
Tests/Quizzes
30%
25%
30%
15%
100%
Core French
The Intermediate Core French Program develops all four language skills: listening,
speaking, reading and writing. The primary focus is on the development of communication
along three strands of outcomes: Communication, Culture, and General Language
Education.
The program being used at Mount Pearl Intermediate is Communi-Quête 1 and 2. There
is a text and workbook for each unit at each grade level. In Grade 8 students use
Communi-Quête 2.
Unit Overview:
Orientation and Review
(first 2-3 weeks)
Unit 1: La Francophonie
Create a dialogue between a customer and a
merchant in a French market setting
Unit 2: À l’action
Physical fitness poster for a chosen sport
Unit 3: Rétro-Monde
Presentation of pop culture from a chosen
decade
Unit 4 : Le monde mystérieux de
la science
Science show for young children
Unit 5: Faisons une différence
Plan and complete a volunteering project
Evaluation:
Oral Comprehension
Oral Production
Written Comprehension
Written Production
30%
30%
20%
20%
Policy: Use of On-Line Translators
From time to time, French teachers come across assignments that have been translated
from English to French by on-line translators. These assignments are easily identified as
they often contain inappropriate translations or advanced grammatical structures that
have never been taught.
Students are reminded that they are required to use their own French skills to complete
their assignments. If a student writes an assignment in English and then uses a computer
to translate it, he or she is not fulfilling the outcomes of the program. We believe that a
5
dictionary is the best tool that students can use to assist them with their writing and
speaking in French.
Quite simply, learning to use a dictionary promotes critical thinking and independent
learning. It is a necessary skill for all second language learners. However, should a
student choose to use an on-line translator to complete their work in French, they will be
required to redo the assignment for the following day using their own French language
skills. Teachers will also consult with administration to determine the consequences of
such behavior, which will include detention and possible suspension. This policy will be
strictly enforced by all French teachers.
English Language Arts
At the intermediate level, the English Language Arts curriculum is designed to develop
students’ knowledge and strategies in speaking, listening, reading, viewing, writing and
other ways of representing meaning. English Language Arts is taught in an integrated
manner so that the interrelationships between and among the language processes are
understood and applied by the students.
The curriculum provides for a balance of transactional, expressive, and poetic writing.
The conventions of language are taught in the context of students own writing and
speaking. The variety of resources for reading and viewing are intended to evoke
personal responses, promote discussion and analysis of values and ideas, and
consolidate their understanding of language, form and genre.
Evaluation:
Writing and Representing Outcomes





Expressive (Journal Writing, Writers Notebook, Blogs)
Transactional, expository paragraphs, letters, brochures, pamphlets
Multimedia(technology)
Creative writing of poetry, short stories, posters, photostory
Research
Speaking and Listening Outcomes







30%
wide independent reading (student directed) and viewing of short
selections, videos, novels
in-depth novel study (teacher directed)
Unit tests
Final Examination
6
15%
interviewing
small group participation
formal oral presentations
appreciative and critical listening
read alouds
Reading and Viewing Outcomes

35%
20%
French Immersion: Early and Late
The Français Program is designed for language development and enhancement of
students’ language skills throughout both grade levels. Students will also learn about la
francophonie. The courses, which develop all four language skills: listening, speaking,
reading and writing, encompass the various types of discourse.
The resources for Grade 8 LFI students are Littératie en action 6 and the reader Zorro,
and Grade 8 EFI students will use Littératie en action 8 and the reader Le tour du monde
en 80 jours. There are also two novel studies in each program.
French Immersion General Course Outline:
Study of four types of literary discourse:
1.
2.
3.
4.
Analysis and comprehension of selected texts
Grammar component
Novel study unit – one per term
Communication activities (speaking and listening)
Evaluation Plan:
Oral Comprehension
Oral Production
Written Comprehension
Written Production
Skills Breakdown:
25%
25%
25%
25%
Listening
Speaking
Reading
Writing
25%
25%
25%
25%
Policy: Use of On-Line Translators
From time to time, French teachers come across assignments that have been translated
from English to French by on-line translators. These assignments are easily identified as
they often contain inappropriate translations or advanced grammatical structures that
have never been taught.
Students are reminded that they are required to use their own French skills to complete
their assignments. If a student writes an assignment in English and then uses a computer
to translate it, he or she is not fulfilling the outcomes of the program. We believe that a
dictionary is the best tool that students can use to assist them with their writing and
speaking in French.
Quite simply, learning to use a dictionary promotes critical thinking and independent
learning. It is a necessary skill for all second language learners. However, should a
student choose to use an on-line translator to complete their work in French, they will be
required to redo the assignment for the following day using their own French language
skills. Teachers will also consult with administration to determine the consequences of
such behavior, which will include detention and possible suspension. This policy will be
strictly enforced by all French teachers.
Health
At the Intermediate Level, a comprehensive school health and personal development
program is recognized as an effective way to improve students’ health and involves a
wide range of school and community personnel working collectively to enhance the wellbeing of young people and to promote positive health practices. Such a program is
comprised of a broad spectrum of activities and services delivered in a setting that fosters
and supports health and wellness.
Course Outline
7
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Wellness & Lifestyle
Mental Health
Drugs
Alcohol
Human Sexuality
Nutrition
Evaluation:
Oral (interaction with the group, demonstration
of listening skills and verbalization skills, show of
commitment to a task)
30%
Projects and Activities
40%
Tests/Quizzes
30%
Note: Projects and assignments could include, but are not limited to, student portfolios
research work, powerpoints, videos and presentations. The written and in-class activities
could include, but are not limited to, participation in group discussions, written reports,
study guide activities, tests & quizzes, posters and role plays.
Home Economics
The Home Economics program is designed to provide students with a strong foundation
for understanding the depth and dimensions of the responsibilities and challenges
families face in meeting everyday needs for food, clothing, shelter, and healthy
relationships.
The grade eight program will include topics from three different modules. In the
Introductory Module, students will identify the major areas of home economics. There will
be a focus on the tasks and responsibilities related to each category of home economics.
In the Foods and Nutrition Module, students will learn about nutrition, kitchen safety and
sanitation, and students will also participate in food preparation. In the Clothing and
Textiles Module, students will learn some basic sewing techniques and construct a simple
sewing project.
Evaluation:
Tests
Projects
Food Labs
Sewing Project
20%
40%
20%
20%
Math
The Grade 8 Mathematics curriculum promotes active exploration of a variety of
mathematical ideas in the context of meaningful experiences. An extension of ideas and
concepts explored in Grade 7 provides students with an opportunity to engage in such
topics as the Pythagorean Theorem, Integer Multiplication and Division, Multiplying and
Dividing fractions and calculating Volume and Surface area. These areas form the main
ideas of exploration in the first four units. Upon completion of these Mathematical
concepts, students will continue to journey through Grade 8 Math by examining such
areas as Percent, Ratio and Rate, Linear Equations and Graphing as well as Data
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Analysis and Probability. Finally, students will finish the year by focusing on a Geometry
Unit that concludes with an opportunity to work with tessellations.
Text: Math Make Sense 8 (Pearson)
Course Outline:
Unit
Weeks
Completion
1
Square Roots and the Pythagorean Theorem
4
Early Oct.
2
Integers
3
Late Oct.
3
Operations with Fractions
4
Early Dec.
4
Measuring Prisms and Cylinders
4
Late January
5
Percent, Ratio, and Rate
5
Early March
6
Linear Equations and Graphing
4
Mid April
7
Data Analysis and Probability
3
Early May
8
Geometry
3
Early June
Evaluation:
A.
B.
C.
Performance Assessment (40%)
Projects
Assignments
Journals/Portfolios
15%
15%
10%
Tests (40%)
Tests
Quizzes
30%
10%
Cumulative Final Examination (20%)
20%
Music
The Grade Eight Music program consists of two concepts: the concepts of music and the
concepts about music. Our program is based on involvement and the learning of music
in a practical environment. Students will develop both a musical repertoire and musical
skills as a means of establishing and developing musical concepts. Students will learn
the elements of music through participation and simple theory exercises. All students will
be exposed to:





Rhythmic dictation
Melodic dictation
Form in music
Basic piano/keyboard knowledge
Major compositions of well known composers
Mount Pearl Intermediate has an active music department with a strong music tradition
which continues to develop. Students interested in learning to sing or to play a wide
variety of instruments are afforded that opportunity at our school. They may join or
audition for one of many performance groups.



9
The School Bands
The School Choir
The Mount Pearl Show Choir

Small singing ensembles
There are many performance opportunities given members of these groups:









In-class performances
School Assemblies
Lessons and Carols
School Concerts
Festival and Community Performances
Small Ensemble Performances
Small Instrumental Ensembles
The Mount Pearl Show Choir
Etcetera 30
Evaluation:
Portfolio Assessment – 60%
Tests (written, performance, oral, listening)
Written work (journals, notes, etc.)
Projects/Assignments (oral & written)
20%
20%
20%
Performance/Listening Assessment - 40%
Active/Guided Listening
Performance (Performance, preparedness,
meaningful engagement in activities,
demonstration of skills, knowledge of techniques)
20%
20%
Physical Education
The Intermediate Physical Education Curriculum has been developed to meet the needs
and interests of adolescent students and intermediate teachers. The intermediate
physical education program extends the range of skills and knowledge acquired in the
primary and elementary programs and facilitates transition to the more self-directed
activities of high school. It builds upon the movement concept knowledge (Nichols, 1994)
provided in the primary and elementary programs and provides opportunity for personal
achievement through group and individual activities.
Student participation in a strong physical education curriculum is one of the key ways that
overall wellness and positive attitudes towards physical activity and active living can be
fostered and developed throughout life. The adolescence years are critical to developing
attitudes, habits, strong bones, high fitness levels, body awareness and various skills for
a person’s future years. Key Features of the Intermediate Physical Education Curriculum
include:
 Provides opportunities for students to develop personal wellness, and personal
movement skills that contribute to an active lifestyle throughout life.
 Provides opportunities to participate in a variety of activities
 Makes use of the levels of responsibility as described by Hellison (2003).
 Incorporates the three dimensions of movement:
o Moving and Doing (Psychomotor)
o Understanding and Applying (Cognitive)
o Cooperation and Responsibility (Affective)
Hellison’s Levels of Responsibility
Level I
10
Respect
Level II
Level III
Level IV
Level V
Participation
Self-direction
Caring
Transfer of Responsibility
The intermediate program is designed around six themes and the yearly plan for each
grade must cover ALL six themes.
Activities
Minimum
Maximum
Alternative
Court and Field
Fitness
Leadership
Outdoor
Rhythmic
½ unit = 4 classes
½ unit = 4 classes
½ unit = 4 classes
½ unit = 4 classes
½ unit = 4 classes
½ unit = 4 classes
2 units = 16 classes
2.5 units = 20 classes
2 units = 16 classes
2 units = 16 classes
2 units = 16 classes
2 units = 16 classes
Evaluation:
Moving & Doing







50% (25% dedicated to health/fitness)
Participates in a variety of activities
Applies body mechanics in movement activities
Engages in movement, motor and athletic skill development activities
Engages in personal fitness activities
works to remain physically active
works on health related fitness (cardiovascular, flexibility, muscular strength and
endurance)
works on skill related fitness (agility, coordination, balance, speed, power,
reaction time)
Understanding & Applying
25%
 Understands and has the ability to pose and solve movement challenges
 Understands and applies game and movement concepts
 Understands and applies group dynamics and concepts of fair play
 Understands the application and impact of a lifelong active healthy lifestyle
Cooperation & Responsibility
25%
 Demonstrates cooperative and socially responsible behaviors
 Demonstrates personal responsibility
 Demonstrates leadership and group dynamic skills
 Demonstrates and applies an active healthy lifestyle
Religious Studies
The Intermediate Religious Education curriculum takes a non confessional approach.
Various religions are included in this program and beliefs, doctrines, practices and history
of each are covered with sensitivity and respect. The curriculum creates a context for
students to recognize the diversity of religion and how it has influenced and continues to
influence individuals and society. It enables and encourages students to grow spiritually
and morally into informed, caring and contributing members of society. Students develop
an appreciation for their own beliefs and values, and the beliefs and values of others.
They acquire an understanding of the contribution that religions make to human life.
Text:
Who Am I?
Evaluation:
11
Performance Assessment
70%
Tests/Quizzes
30%
Science
Grade 8 Science is a Pan-Canadian science course that aims to develop scientific
literacy. Scientific literacy is an evolving combination of the science related attitudes,
skills, and knowledge students need to develop inquiry, problem-solving, and decisionmaking abilities; to become lifelong learners; and to maintain a sense of wonder about
the world around them.
Course Outline:
Unit 1
Unit 2
Unit 3
Unit 4
Earth Science
Chemistry
Physics
Biology
Water Systems on Earth’s Surface
Fluids
Optics
Cells, Tissues, Organs, and Systems
Evaluation:
Cumulative Unit Test and Quizzes
Performance Assessment
-
40%
40%
Assignments, Labs, Activities, etc.
Scientific Literacy Assessment
Science Project
10%
10%
Social Studies
The Newfoundland and Labrador History course introduces students to the study of the
history of the province from the turn of the 19th century to the present. It is an interesting
and dynamic period of development from colony-to-country-to-province, the time when
settled society and institutions were established to shape the province as it is today.
In this course, students explore and appreciate history: as part of their community, region
and province; as a window to people and events of the past; as an examination of social
change; and as a means of assessing the impact of the past on the present. The
development of historical research methods is integrated throughout the course so that
students will use the tools of the historian to take with them some understanding and
appreciation of Newfoundland and Labrador history. The course has been developed for
the adolescent student, so that topics and activities are designed at the appropriate level
to engage students in active learning.
The following themes provide the basic structure for Newfoundland and Labrador
History.
• Unit 1:
Introduction: History as a Lens to the Past
• Unit 2:
Newfoundland and Labrador from the Turn of the 19th Century through
the Early 20th Century: History as a Story of People
• Unit 3:
Newfoundland and Labrador from 1914 through 1949: History as a Story
of Significant Events
• Unit 4:
Newfoundland and Labrador through the 2nd Half of the 20th Century:
History as a Story of Change
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• Unit 5:
History as a Story of the Past in the Present
Evaluation:
Tests
Quizzes
What in the World
In-class work
-
30%
15%
15%
20%
(chapter worksheets, assignments, etc..)
Projects
20% (one per term)
Technology Education
In grade 8 Production/Design Technology is a module in the Intermediate Technology
Education program. It is intended to be completed in a minimum of 26 hours of class
time. Additional time may be spent as desired. By using the design activity as a focus
for cross-curricular activity, additional time on task may be created. The problem may,
for example, arise in science, social studies or art.
Unit Plan:
Unit 1 – Big Ideas
Topic 1 What is Production Technology?
Topic 2 Properties of Materials
Topic 3 Materials Processes
Topic 4 Tools and Machines
Topic 5 Aesthetics
Topic 6 Ergonomics
Topic 7 Why and How Things Get Made
Topic 8 Healthy and Safe Practices
Unit 2 – Basic Skills
Introduction
Topic 1 Interpretation and development of technical drawings
Topic 2 Basic Tool and Process Skills
Topic 3 usage of simple tools and/or machines for the purpose of production
Topic 4 preparation of materials and facilities for the purpose of production
Unit 3 – Design Activity
Topic 1 The Design Team and The Design Portfolio
Topic 2 Identification of the Problem Situation
Topic 3 Development of the Design Brief
Topic 4 Investigation and Research
Topic 5 Identification of Possible Solutions
Topic 6 Selection of the Best Solution
Topic 7 Development of the Solution
Topic 8 Evaluation of the Solution
Topic 9 Presentation of the Report
Evaluation:
Unit 1. Big Ideas 20%
Unit 2. Basic Skills 20%
Unit 3. Design Activity 60%
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