INTRODUCTION TO GRADE SEVEN
Pam Werner (Grade 7 team leader)
Welcome to Grade 7! We hope that you find Grade 7 an interesting, challenging and friendly environment. This handbook of course outlines has been compiled to give you an overview of the 7th Grade program of studies. If you have questions regarding this document, please see one of your homeroom teachers or Ms. Werner, the Grade 7 Team Leader.
The Seventh Grade is divided into three homeroom groups—A, B, C-- which have been selected so that there is a heterogeneous mix of students in each group. Thus, each homeroom group has students with a variety of academic abilities from a variety of ethnic backgrounds.
Grade 7 students travel through most of their academic day with their homeroom group. However, homeroom A & B, are reorganized in other groups for Modern Languages. The school day is divided into a 9 period day (beginning each day in the homeroom) and a two week cycle - an A week and a B week. B weeks are a mirror image of A weeks and give students the opportunity of attending classes at different times of the day. Every week, students will attend the following lessons:
| Course | Lessons per week |
| Language A: English | 6 |
| Mathematics | 5 |
| Humanities (History & Geography) | 5 |
| Science | 6 |
| Language B-French | Spanish | Kiswahili | 5 |
| PE and Swimming | 4 |
| Art, Drama, Music | 6 |
| Information Technology | 2 |
| Health and Social Education | 1 |
| Homeroom activities | |
| Click on subject for more details or scoll down the page. | |
We expect Grade 7 students to spend one to two hours per night five nights a week on homework. If you feel your child is consistently doing more or less than this amount, please contact Ms. Werner, the G7 Team leader as there may be a problem. Ms. Werner is also assigned to the Grade 7 team as a learning specialist and she gives extra support to students identified as having difficulties with English or a specific learning difficulty. Most of this assistance is extended to students as they attend regular classes or after school; however, in some cases students will be pulled out of their regular class schedule in order to give this support. The Middle School Counselor, Ms. St. George, teaches all the Health and Social Education classes and is also available to deal with student issues that may occur during the school year.
Grade 7 students are building their exam and test-taking skills. They will be given a variety of tests and quizzes during the year with teacher assistance in planning and revising for tests. They may also take cumulative exams at the end of the year. However, overall grades for these students are calculated using a variety of assessment tools including course work, homework, projects, and performance on exams.
The overall program of studies for all students in Grades 6 – 10 is guided by the International Baccalaureate Organization via the Middle Years Program (MYP). Please see the following pages for a more complete description of the IB/MYP and the courses we offer at IST.
There will be an Extended Study week in November, where students will be exposed to a first hand experience of many of the MYP skills as they travel within TanzaniaLANGUAGE A: ENGLISH
AIMS
IST’s English syllabus follows the IBMYP programme. The three key components of this programme - Holistic Education, Communication and Intercultural Awareness - are intrinsic features of our school-based curriculum. The study of English invites students to question and evaluate information critically, to seek out and explore imagination through literature, and to develop an awareness of their own place in the world.
The Language A (English) programme aims to develop students’ ability to:
• use English with enjoyment as a vehicle for thought, creativity, learning and reflection
• respond appropriately to a variety of texts
• gain a deeper understanding of human nature and thus of themselves and others
• develop a critical approach to literature
• develop the sense of a new humanism by exploring the interdependence of human beings and their environment in this technological age
• comprehend more clearly aspects of their own culture and those of other people’s cultures
• encourage a wide reading for enjoyment
CONTENT
Term One: African and Tanzanian Short Stories – link with ESP in Term 2.
Term Two: Novel – Two Weeks with the Queen by Morris Gleitzman
Term Three: Literary Circles – team reading of novels and script writing
African Poetry: introduction to poetry techniques; students write their own poems
Term Four: Novel – The Cay by Theodore Taylor
Film study – a brief study of Castaway
Ongoing – styles of writing, personal reading, speaking and listening, small group activities and presentations, grammar, editing techniques, technology and research skills. Homework is set in line with the school homework policy. Students are expected to read independently at home and communicate their understanding of their reading through a reading journal.
ASSESSMENT
Assessment in the IBMYP Language A programme takes two forms: formative and summative evaluation of student performance. It takes the form of ongoing comments on individual pieces of work. Students are assessed in the areas of reading, writing, speaking and listening. Student self- and peer evaluation is encouraged throughout.
The Language A assessment criteria are:
Content
Organization
Style and Language Use
HUMANITIES
AIMS:
Through the study of Humanities the students will learn to:
• communicate and analyze historical and geographical information
• appreciate their own and other people’s past and traditions
• develop an understanding of the ways in which environments change through physical as well as human action
• develop an understanding of how local changes may affect human lives globally
• consider a range of points of view and detect bias through using different types of evidence
• develop their sense of curiosity, their imagination, and critical thinking skills
• develop an awareness of the links between geography and history
CONTENT:
Where on Earth are We?: Map work including compass points, scale, symbols and grid
references.
Ancient Greece and Hellenistic culture: A study of ancient times through the Seven Wonders Of The World
Water, Water Everywhere: A study of a river system as a component of the water cycle. Flood causes and relief schemes.
The Roman Empire and the Rise of Religions: A study of the Eastern and Western Roman Empires and the rise of Christianity and Islam.
Shaping the Land: An investigation of how rivers and the sea shape the land. Weathering and erosion.
The Middle Ages and the Crusades: A study of the Middle Ages and the Crusades. The effects of the Crusades on the development of European society.
ASSESSMENT:
The students will be assessed on their knowledge and understanding, their understanding and application of concepts and skills and their presentation and organization of information.
This takes place in three forms: teacher assessment, peer assessment and the students’ assessment of their own work.
The works to be assessed are projects, oral presentations, participation in class discussions, general homework assignments, essays, field trip reports and end-of-topic tests.
Students will be assessed using the IB MYP assessment criteria:
• Knowledge
• Concepts
• Skills
• Organization and Presentation
MATHEMATICS
OBJECTIVES
To enable students to:
• Grasp mathematical concepts and acquire skills with confidence and pleasure;
• Symbolise and verbalise a piece of mathematics appropriately;
• Develop the ability to apply mathematics;
• Move with confidence between different forms of representation (e.g. tables, graphs, geometry, flowcharts, formulae);
• Develop an understanding of mathematical reasoning and its use in context;
• Develop mathematical intuition;
• Reflect upon the problem solving process and evaluate the significance of the results.
CONTENT
1. Number: Review of basic arithmetic skills; least common multiples; greatest common factors; integers; ratios, rates, and proportions; converting between fractions, decimals, and percent; appropriate use of calculators
2. Algebra: Variables and patterns; linear relationships; graphs; solving one- and two-step linear equations
3. Geometry and Trigonometry: Volumes and surface area of prisms and cylinders; angle properties
4. Statistics and Probability: Mean, median, and mode; Venn diagrams; frequency tables; histograms; bar graphs; pictographs; scatter plots; simple probability
ASSESSMENT
Assessment is intended as an extension of the learning process for students, and this course gives students many different ways to demonstrate their understanding and skills. Assessment tools include homework assignments, individual and team projects, investigations, class participation, presentations, tests, and quizzes. There is a final examination in June.
IBMYP Criteria for Assessment are:
A: Knowledge and Understanding – This is normally judged in tests and quizzes and assesses what students know about mathematical concepts and tasks. Students use general rules they have learned and apply them to specific problems.
B: Application and Reasoning – This is usually found in students’ written investigation work or tests and assesses students’ problem solving strategies. It looks at students’ ability to take specific examples and use them to recognise patterns and suggest general rules or relationships.
C: Communication – This is assessed in written work and judges the students’ ability to communicate facts, ideas, methods, and conclusions. Students are assessed on their ability to use mathematical symbols and language effectively and appropriately.
D: Reflection and Evaluation – This is assessed in written investigations where students demonstrate their understanding of their mathematical methods and explain the accuracy of their results.
SCIENCE
AIMS:
• To develop a thorough working knowledge of the Scientific Method
• To build upon students' scientific knowledge
• To develop concepts and understandings of Science which allow students to become scientific thinkers.
• To familiarize students with laboratory materials and procedures.
• To develop a keen interest in and appreciation for Science in the world around us.
• To build group collaboration and teaming skills necessary for scientific activities.
CONTENT:
During the course of the year students will investigate the following topics:
Heat and energy - volume and density of matter, states of matter, heat transfer, insulation. Also energy types, renewable and non-renewable energy sources, machines.
Senses - Study of the human senses, sight, hearing, touch, taste and smell. Also the nervous system and brain
Nutrition - Study of our diets, the food we eat, the energy we use, and the digestive and circulatory systems.
Forces - Study of forces to include measurement of forces, friction, balanced forces, measurement of forces, motion, mass, weight and pressure.
Astronomy - Study of the solar system, focusing on the earth and moon system, seasons, eclipses and tides and beyond our solar system.
Reproduction - An introduction to sexual and asexual reproduction with a focus on humans.
Basic chemistry – Atomic theory, the foundation for the study of matter and a starting point for the work in Grade 8.
Materials:
The textbooks for the course are Exploring Science 8, 9 and 10 (Longman publishing). All are available for loan when required and used in class. These are supplemented with numerous handouts, class sets of other books and a wide variety of video and library resources.
ASSESSMENT : IBMYP Criteria for Assessment are:
• Laboratory work including reports • One World
• Homework assignments. • Communication
• Presentations. • Scientific Knowledge and Concepts
• Tests, quizzes and projects. • Scientific Enquiry
• Participation in class. • Processing Data
• Performance in Experiments
LANGUAGE B: FRENCH
AIMS:
French continues to develop students’ proficiency ion the four language skills (Speaking, Listening and Writing). A communicative approach is used in the classroom. Work is based on authentic use of the language in a variety of activities and projects. Vocabulary and grammatical concepts are taught in the context of themes.
CONTENT:
The course revolves around three broad themes.
Shopping |
Leisure time activities |
Food and meals
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ASSESSMENT:
Students will be assessed in a variety of ways. Listening and reading comprehension activities, oral presentations, dialogues and conversations, role-plays, writing assignments, quizzes, and tests are all used to assess student progress. Each unit/theme has a major assessment tool (i.e. tests), to determine students proficiency in the skills and concepts that have been covered.
MYP Criteria for Assessment are:
- Speaking : Message and Interaction
Language
- Writing: Message and Organisation
Language
- Comprehension: Listening Comprehension
Reading Comprehension
LANGUAGE B: SPANISH
AIMS:
The 7th grade Spanish course is a course for intermediate students. Even though the course has a communicative and active approach it will build upon the four language skills (speaking, listening, reading and writing). Vocabulary and grammatical structures are taught in context.
CONTENT:
The course evolves around four main themes.
The world around us
- Describing and discussing daily routines around the world.
- Telling what you are going to do
- Holidays, making plans, relating past experiences.
- Talking about the weather and what to wear
Food and drinks
- Discussing about healthy and unhealthy foods
- Appreciating different cuisines
- Talking about celebrations, inviting and describing people
Our place in the world
- Discussing where you live and where places are located
- Describing a home
- Discussing different types of homes
- Describing places and its environment.
Sports and pastimes
- Saying what sports you like
- Describing favorite pastimes, hobbies, general interests in past and future.
ASSESSMENT:
Oral presentations, conversation, role play exercises, reading and listening comprehension, unit tests, projects and writing assignments are all part of the 7th grade assessment.
IBMYP Criteria for Assessment are:
· Speaking: Message and Interaction
Language
· Writing: Message and Organisation
Language
· Comprehension: Listening Comprehension
Reading Comprehension
MATERIALS
The Spanish program uses “Juntos uno”, a course book published by Prentice Hall. The program is complemented with audio-visual materials, a student activity book and magazines. Supplementary materials collected by the teacher will also be used to support the program.
LANGUAGE B: KISWAHILI
AIMS:
To build up all four language skills (Listening, Speaking, Reading, Writing). Our approach is communicative and Kiswahili is used in the classroom. The work is based on authentic use of the language in a variety of activities and projects. Grammatical structures and vocabulary are taught in context, with explanations given as required. As Kiswahili is very related to the African culture, each unit will have a part dedicated to it.
CONTENTS:
The course is divided into 6 Units. Each unit highlights opportunities for students to express themselves using a variety of relevant topics and activities. Each unit has an introductory topic, with a checklist of key functions and structures to be learned, practice tests, mini tests for self-assessment and reinforcement activities. The use of the target language in class is a must.
The City: Transport, activities, interesting places
Food and drink: shopping, restaurants, African cuisine.
Parties and celebrations: invitations, planning parties, descriptions of people, celebrations.
The house and neighborhood: locations, homes, possessions.
Sports – activities: beach and water sports, Athletics, wishes, emotions.
Fun in Dar es Salaam and Arusha: weather, pastimes, clothing, sports.
Resources: flashcards, and a workbook with worksheets (in construction):
- - For reading skills: grids, extracts from magazines, reading activities, board language games.
- - For speaking skills: card games, board games, information – gap tasks, labeling, drama and role –play, surveys.
- - For writing skills: gap – filling tasks, labeling, surveys, projects, exercise drillings, revision exercises, etc.
- - Use of IT for language skills.
- - Use of local resources for cultural activities.
All the resources are designed to be focus on grammar and fun for Middle School students, in order to give them a sound foundation
ASSESSMENT:
There are two main types of assessment, periodical and ongoing assessment. Periodical assessment is done by tests at the end of each topic, and by personal assessment with NAWEZA (I can) lists, where the student can check his/her own knowledge of the language. Ongoing assessment is done through class work and homework. Oral presentations, role-plays, dialogues, pair work; reading comprehension and written assignments as homework or class work, as Unit tests or short vocabulary test. Students will also be assessed on participation, effort, work habits, improvement and achievement.
MYP Criteria for Assessment are:
· Speaking: Message and Interaction
Language
· Writing: Message and Organization
Language
· Comprehension: Listening and Reading Comprehension
PHYSICAL EDUCATION
AIMS
· To appreciate and understand the value of physical education and its relationship to a healthy, active lifestyle
· To develop the motor skills necessary to participate successfully in a variety of physical activities
· To develop social skills that demonstrate the importance of teamwork and cooperation in group activities
· To demonstrate a high level of interest and personal engagement showing initiative, enthusiasm and commitment
· To show knowledge and understanding in a variety of physical activities and evaluate their own and other’s performances
· To become aware of movement as a creative medium connected to communication, expression and aesthetic appreciation
To experience enjoyment and satisfaction through physical activity
CONTENT
Land based activities: Health and fitness, dance, basketball, football, volleyball, badminton, softball, cricket
Water based activities: Water confidence and skills, personal survival and lifesaving, water polo, snorkeling, stroke technique
ASSESSMENT
Students are continually assessed throughout the year against defined MYP assessment criteria. The assessment criteria are:
· Criteria A – Use of Knowledge
· Criteria B – Movement composition
· Criteria C – Performance
· Criteria D – Social skills and Personal engagement
NECESSARY MATERIALS
For PE A house T-shirt, a suitable pair of exercise shoes, blue/black shorts, drinking water, shower materials. Also recommended; sunscreen and hat.
For Swimming Drinking water, shower materials.
Boys - A pair of shorts or swimming trunks
Girls - A full piece swimming costume and appropriate outer layers where required for religious purposes.
NON – PARTICIPATION
Any student not participating in PE or Swimming needs to provide a letter from Parent/Guardian or a Doctors’ certificate to their teacher at the beginning of the lesson.
MYP VISUAL ART
AIMS:
To experience and develop curiosity, interest and enjoyment in their own creativity and that of others.
To explore through the processes of visual art
To acquire and develop skills needed for the creation of visual art work
To use the language, concepts and principles of visual art
To communicate their thoughts and ideas through visual art
To create visual art work
To reflect on, appreciate and evaluate their work and that of others
To develop receptiveness to visual art forms across time, place and cultures, and perceive the significance of these art forms as an integral part of life.
Course Content
Unit I – Observational Drawing
This unit is used to further promote the Research Workbook and The Creative Process. That is, gathering information in both visual and written form using primary and secondary sources, organizing the information within the Workbook and then selecting elements of that research in order to create an original piece of artwork. This artwork is then reviewed and modified and the students’ performance evaluated.
We will cover several of the basic elements of art; Line, Tone, Color, shape, Form, Texture and Pattern.
Unit 2 – Still life
Students will express their identity through means of a still life. Exercises on a ‘sensitive line’ will be done in order to promote further drawing skills.
Working process from initial sketches to a well composed final piece.
Final pieces in graphite pencil, pen and ink and watercolor or acrylic.
Sources; Glencoe introducing Art, Morandi, Esher, Cezanne, Bracque, Van Gogh, Valadon, Redon, Picasso.
ASSESSMENT:
Knowledge and Understanding
Application
Reflection and Evaluation
Artistic Awareness and Personal Engagement
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MYP PERFORMANCE ARTS: MUSIC
AIMS:
• to develop skills and understanding in musical literacy through active music-making
• to develop aural discrimination skills
• to develop an awareness and experience of the composition process
• to develop self-motivation, self-discipline, self-criticism and communication through performance
• to develop an awareness of the developmental nature of music through history from the Medieval period to the present day
• to develop an awareness of, and openness to, the music of varied cultures
• to seek integration with other subjects where appropriate
CONTENT:
• Read music notation using Orff instruments
• Explore rhythm and rhythmic notation through STOMP musical graffiti
• Listening analysis of the musical elements used in various styles of music i.e. folk music, African music/poetry
• Performing a variety of music individually and in ensembles
ASSESSMENT:
1. Knowledge and understanding - music theory and terminology, music history, multi-cultural
music
2. Application - skill and creativity demonstrated in performance and composition
3. Evaluation/reflection - evaluate the effectiveness of their work and personal development; reflect on the knowledge gained and the artistic process
4. Artistic awareness and personal engagement- enthusiasm, initiative, self-discipline, commitment, cooperation
IBMYP Criteria for assessment are:
• Knowledge and Understanding • Evaluation/Reflection
• Application • Artistic Awareness and Personal
engagement
MYP PERFORMANCE ARTS: DRAMA
AIMS:
The course is designed to build on the creative and presentation skills developed in Drama 6. The course is structured around 5 central units of study which reflect the variety of ways in which young people can express themselves. Each unit includes theory, practice and presentation opportunities. Students receive marks for in-class participation as well as final presentations. At the end of each unit, a performance assessment is used to assess student development and progress. Students also have the opportunity to participate in the annual MYP School Play each year.
CONTENT:
Module One -Movement and Mask
This module introduces the students to ways of creating drama using movement, mime and mask. Specifically, they focus on: -
• Developing physical awareness and movement skills to create characters and dramatic environments.
• Mime skills.
• An introduction to Total and Physical Theatre.
• Facial mask skills & creating architypes.
Module Two – Music and Theatre
In this module students explore the relationship and potential dramatic effects of using music and theatre together. They explore how Music can stimulate performance work and how Music can be used to enhance performance. They focus on: -
* Developing soundtracks in drama for tense and comic moods.
* The functions of song in theatre performance.
* Rhythm and pace in drama.
* Song to stimulate improvisation and script writing (focusing on, ‘I Don’t Like Mondays’ by the Boomtown Rats)
Module Three – Indigenous African Theatre
In this module students explore indigenous African theatre, focusing on: -
• Dance and drumming
• Storytelling skills
• Total Theater acting style
• The function of indigenous Tanzanian theatre
This module ties up all the skills and experiences of the other modules taught in Grade 7 resulting in a public performance devised by the students. This module is a joint project with Music and during the project students work with visiting artists on Ngoma skills. The final performance is given as part of the Africa day celebration.
ASSESSMENT:
• Classroom participation in class activities (positive, supportive and co-operative attitude, appropriate risk-taking, creativity)
• End of module presentations (vocal and physical expression, concentration, creativity and improvement)
• Homework (reflections in drama journal, research assignments, learning lines)
IBMYP Criteria for assessment are:
• Knowledge and Understanding • Application
• Artistic Awareness and Personal Engagement • Reflection and Evaluation
INFORMATION TECHNOLOGY
AIMS:
MYP Technology is designed to create a balance between the imparting of skills, the acquisition of techniques and knowledge, and the growth and awareness of the students’ personal responses. The aims of MYP Technology are to:
Encourage an awareness of the impact of technology on society and the environment
Develop an appreciation of the international and intercultural aspects of technology
Provide a variety of technological information and ideas
Encourage curiosity, ingenuity, resourcefulness and discrimination
Stimulate self-confidence through the knowledge and application of technology
Develop practical skills through the creation of products/solutions
Promote effective, informed and appropriate communication
Foster responsibility for designs, decisions, actions and assessment
Promote effective cooperation and respect for individual differences when responding to technological challenges
Develop logical-thinking skills
Students will acquire:
- Practical skills the ability to complete given tasks
- Analytical skills the collection, interpretation and use of information
- Organizational skills the planning f work and meeting deadlines
- Social skills the communication of ideas
-
CONTENT:
Students will study the following branches of Technology: Information and Systems
The Information Technology course is intended both to improve each student’s skills and aptitudes in Information Technology and to allow the use of such skills across the curriculum
Students will become increasingly independent in their use of Information Technology.
The methodology of the teaching and learning will include problem solving approaches to real life problems and cross curriculum links related to the Areas of Interaction.
There will be a mix of longer term projects and shorter skills based sessions.
The course will include the use of a range of software including word processing, desk top publishing, graphics, presentation software, spreadsheets, databases and simple programming.
Where appropriate the internet will be used and students will have the opportunity to develop their research and enquiry skills.
Students will have opportunities to consider the social and ethical impact of technology and compare their use of information technology with its use elsewhere.
The design cycle is familiar to students
ASSESSMENT:
Students are continuously assessed throughout the year:
Assessment may be formative and summative and is based on MYP criteria.
HEA LTH AND SOCIAL EDUCATION
AIMS:
To give the students knowledge and personal skills which will enable them to interact successfully with others, equip them to cope with significant life changes, and encourage them to adopt healthy and responsible lifestyles.
CONTENT:
Term One: SELF AWARENESS
• Self Esteem
• Explore the relationship between thoughts, feelings and actions/behaviors (Cognitive/Emotional/Behavioural Relationships)
• Body language
• Communication – Coping with rumours
• Establish support systems
• Character Values
Term Two: BODY IMAGE/ EATING DISORDERS
• Learn about Bulimia, Anorexia Nervosa and Binge Eating
• Discuss the media’s influence on body image
HEALTH AND NUTRITION
• Understand the body’s nutritional requirements
• Identify strategies for living a healthy life
• Examine the consequences of poor eating habits
Term Three: ABUSE AWARENESS AND PREVENTION
• Discuss the various types of abuse: Physical, emotional, mental, sexual
• Understand that abuse can happen to anyone
• Discuss various types of Bullying (i.e. cyber, ignoring, teasing, etc.)
• Understand the effects bullying has on individuals
• Examine ways of dealing with peer pressure
• Develop refusal skills – ways to say “No”
Term Four: PUBERTY & REPRODUCTION
• Relationships and Dating
• Understand the process of reproduction
EMOTIONAL INTELLIGENCE (EQ)
• Understand the importance of EQ for success
• Promote EQ through problem solving activities
ASSESSMENT:
Health And Social education is an activity-based course in which students are expected to participate in class discussions and group activities such as oral presentations, role plays, pair work and group work. Assessment will be based on effort shown.
There will be no formal assessment for the HSE programme. The success of the program will be judged according to the values and dispositions demonstrated by the students and their success in dealing with the changes they encounter as they move into adult life.
