Gr7curric Req

For ease of reference, this Grade 7 Curriculum Package compiles all Prescribed Learning
Outcomes and Suggested Achievement Indicators from within each subject-based Integrated
Resource Package (IRP) into one comprehensive document.

www.bced.gov.bc.ca/irp
GRADE7
CurriculumPackage
(September2010)
TABLEOFCONTENTS
Forthecompletecurriculumgotowww.bced.gov.bc.ca/irp/irp.htm -3-
TABLEOFCONTENTS
INTRODUCTION
Introduction........................................................................................................................................................ 5
RequiredAreasofStudy..................................................................................................................... 5
HowtoUsethisDocument................................................................................................................ 5
GRADE7PRESCRIBEDLEARNINGOUTCOMESANDSUGGESTEDACHIEVEMENTINDICATORS
EnglishLanguageArts.............................................................................................................................. 7
ArtsEducation........................................................................................................................................... 29
Dance............................................................................................................................................ 29
Drama........................................................................................................................................... 37
Music............................................................................................................................................ 41
VisualArts................................................................................................................................... 47
HealthandCareerEducation................................................................................................................. 53
Mathematics.............................................................................................................................................. 61
PhysicalEducation.................................................................................................................................. 73
Science........................................................................................................................................................ 77
SocialStudies............................................................................................................................................ 81
DailyPhysicalActivity............................................................................................................................ 87
INTRODUCTION
hisdocumentprovidesbasicinformation
abouttheprovincialcurriculum
requirementsforGrade7studentsin
BritishColumbia.Thefulltextofallprovincially
prescribedcurriculaisavailableonlineat
www.bced.gov.bc.ca/irp/irp.htm
REQUIREDAREASOFSTUDY
AsstatedintheRequiredAreasofStudyInAn
EducationalProgramOrder
(www.bced.gov.bc.ca/legislation/schoollaw/e/m29
595.pdf)eachschoolyearaboardmustoffertoall
studentsinGrade7aneducationalprogramthat
meetsallthePrescribedLearningOutcomesset
outintheapplicableeducationalprogramguidein

- EnglishLanguageArts,orinthecaseofa
studentenrolledinafrancophoneeducational
program,FrenchLanguageArts
- SocialStudies
- Asecondlanguage,orinthecaseofaFrench
Immersionstudent,FrenchLanguageArts
(Note:inordertosatisfytheGrade7Second
Languagerequirement,schoolsmaychooseto
offeranylanguage.Alistofoptionsisavailable
ontheMinistryofEducationInternational
LanguagesCurriculumwebpage:
http://www.bced.gov.bc.ca/irp/irp_lang.htm)
- Mathematics
- Science
- PhysicalEducation
- ArtsEducation:Dance,Drama,Music
andVisualArts
- HealthandCareerEducation
- DailyPhysicalActivity
HOWTOUSETHISDOCUMENT
ForeachrequiredareaofstudyforGrade7,the
PrescribedLearningOutcomesandcorresponding
SuggestedAchievementIndicatorsarepresented
inaseriesoftables.
PrescribedLearningOutcomes
PrescribedLearningOutcomesarecontentstandards
fortheprovincialeducationsystem;theyarethe
prescribedcurriculum.Clearlystatedand
expressedinmeasurableandobservableterms,
prescribedlearningoutcomessetouttherequired
attitudes,skills,andknowledgewhatstudents
areexpectedtoknowandbeabletodobythe
endofthespecifiedsubjectandgrade.
Schoolsareresponsibleforensuringthatall
PrescribedLearningOutcomesforeachrequired
areaofstudyaremet;however,schoolshave
flexibilityindetermininghowdeliveryofthe
curriculumcanbesttakeplace.
Itisexpectedthatstudentachievementwillvary
inrelationtothelearningoutcomes.Evaluation,
reporting,andstudentplacementwithrespectto
theseoutcomesaredependentontheprofessional
judgmentandexperienceofteachers,guidedby
provincialpolicy.
Allprescribedlearningoutcomescompletethe
stem,Itisexpectedthatstudentswill.
PrescribedLearningOutcomesarepresentedby
curriculumorganizer(andsuborganizeras
applicable),andforsomesubjectsarecoded
alphanumericallyforeaseofreference;however,
thisarrangementisnotintendedtoimplya
requiredinstructionalsequence.
T
INTRODUCTION
-6- Forthecompletecurriculumgotowww.bced.gov.bc.ca/irp/irp.htm
SuggestedAchievementIndicators
SuggestedAchievementIndicatorsinrelationto
eachPrescribedLearningOutcomeareincludedto
supporttheassessmentofprovinciallyprescribed
curricula.
Achievementindicatorssupporttheprinciplesof
assessmentforlearning,assessmentaslearning,
andassessmentoflearning.Theyprovideteachers
andparentswithtoolsthatcanbeusedtoreflect
onwhatstudentsarelearning,aswellasprovide
studentswithameansofselfassessmentand
waysofdefininghowtheycanimprovetheirown
achievement.
SuggestedAchievementIndicatorsdescribewhat
evidencetolookfortodeterminewhetherornot
thestudenthasfullymettheintentofthelearning
outcome.Sinceeachachievementindicator
presentsonlyoneaspectofthecorresponding
learningoutcome,theentiresetofachievement
indicatorscanassistteacherswhendetermining
whetherstudentshavefullymetthelearning
outcome.
Achievementindicatorsarenotmandatory;they
aresuggestionsonly,providedtoassistinthe
assessmentofhowwellstudentsachievethe
PrescribedLearningOutcomes.
ENGLISHLANGUAGEARTSGRADE7
PrescribedLearningOutcomesand
ORALLANGUAGE(PURPOSES)
PrescribedLearningOutcomes SuggestedAchievementIndicators
Itisexpectedthatstudentswill:
Thefollowingsuggestedindicatorsmaybeusedtoassessstudent
achievementforeachcorrespondingPrescribedLearningOutcome.By
theendofGrade7,studentswhohavefullymetthePrescribedLearning
Outcomeareableto:
A1 usespeakingandlisteningto
interactwithothersforthe
purposesof
contributingtogroupsuccess
discussingandanalysing
ideasandopinions(e.g.,
debating)
improvinganddeepening
comprehension
discussingconcernsand
resolvingproblems
negotiatingconsensusor
agreeingtodiffer
completingavariety
oftasks
shareideasrelevanttoclassactivitiesanddiscussions(e.g.,
teacherorstudentselectedpairsorsmallgroups,wholeclass
brainstorming,literaturecircles,bookclubs)
speakandlisteninpartner,smallgroup,andwholeclass
discussiontoaccomplishasubstantivetask(e.g.,suggesta
planofactionforastudentcouncil,presentamocktrialofan
historicalfigure,taketurnsinastructureddebate)
shareideasinstructureddiscussionsanddialoguesto
exploreissues,varyingviewpoints,andconflicts
askquestionstosustainandextendinteractions
listentoclassmatesandotherswithoutinterrupting,speak
respectfullytoothers,anduselanguageandtone
appropriatelywhendisagreeing
offerideasandexperiencesthatbuildontheideasofothers
speakandlistentorespondtoothersneeds,feelings,and
reactions,takingintoaccountverbalandnonverbalcues(e.g.,
tone,inflection,bodylanguage,facialexpression)
synthesizeviewpointsofothers,identifysimilaritiesand
differencesbetweenviewpoints,anddiscusswaysdifferences
canberesolvedorminimized
A2 usespeakingtoexplore,express,
andpresentarangeofideas,
information,andfeelingsfor
differentpurposesand
audiences,by
usingpriorknowledgeand/or
othersourcesofevidence
stayingontopicinfocussed
discussions
presentinginaclear,focussed,
organized,andeffective
manner
explainingandeffectively
supportingaviewpoint
identifypurpose(e.g.,toexplain,persuade,entertain)and
audience(e.g.,parents,peers,principal)forspeakingand
presenting
present/discussintheirownwordsinformationthatis
accurate,statesacleartopic,issequencedlogically,and
includesspecificandrelevantexamplesanddetails(e.g.,
summarizeapoliticianspositiononanissue,presenta
dramatizationoflifeasaslaveinancientEgypt)
explaintheirownviewpointsandgivereasons,and,if
applicable,supportjudgmentsthroughreferencestoatext,
priorknowledge,orothersourcesofevidence
whendeliveringapersuasivepresentation,stateaclear
positionorperspectiveinsupportofanargumentor
proposal,describethepointsinsupportoftheargument,and
employwellarticulatedevidence
usevocabularyappropriatetotopicandaudience(e.g.,
contentspecificwordsandphrases,suchascivilization)
usetone,volume,pacing,phrasing,andgesturetoengage
audienceandenhancemeaning
usespeakingtoexplorenewideasandopinions,andsupport
andbuildontheideasandopinionsofothers(e.g.,Whenwe
startedlisteningtothespeech,IthoughtIagreedwiththe
speaker,butwhenshe/hegottothepartabout,Irealized
thatIhadadifferentopinion.)
A3 listencriticallytounderstandand
analyseideasandinformation,
by
summarizingandsynthesizing
generatingquestions
visualizingandsharing
makinginferencesand
drawingconclusions
interpretingthespeakers
verbalandnonverbal
messages,purposes,and
perspectives
analysing
ignoringdistractions
identifyandstateapurposeforlistening
summarizeandsynthesizefactsandsignificantdetails,and
differentiatebetweenmainideasandsupportingdetails
askprobingquestionstoclarifyorextendknowledgeofa
topic
identifyanauthororspeakersviewpointandpurpose,and
supportwithevidence
respondtopersuasivemessageswithquestions,challenges,
oraffirmations
useinformationandtechniquesfromlisteningexperiencesin
theirownwriting,representing,andspeaking
demonstrateattentivelisteninginnonverbalways(e.g.,take
notes,sketchordiagramkeyideas,nodtoshowagreement,
usefacialexpressions)
attendtospeakerwithoutdistractingorinterrupting(e.g.,
raisehandtoaskquestionsormakecomments,waitturnto
speak,recordquestionstoaskatanappropriatetime)
ORALLANGUAGE(Strategies)
achievementforeachcorrespondingPrescribedLearningOutcome.By
theendofGrade7,studentswhohavefullymetthePrescribedLearning
Outcomeareableto:
A4 selectandusevariousstrategies
wheninteractingwithothers,
including
accessingpriorknowledge
makingandsharing
connections
askingquestionsfor
clarificationand
understanding
takingturnsasspeakerand
listener
paraphrasingtoclarify
meaning
refertorelevanttextstheyhavereadorheard,orcontribute
relevantexperiencestothetopicortask
connectandrelatepriorexperiences,insights,andideasto
thoseofaspeaker
makeconnectionstopersonalandsharedideasand
experiencesbytalkinginpairsorsmallgroups
askthoughtfulquestionsandrespondtoquestionswith
appropriateelaboration
balanceroleofselfasspeakerandlistenerandfollowthe
rulesofconversation
explainandshowunderstandingofotherviewpoints
whenexpressingandpresenting
ideas,information,andfeelings,
including
settingapurpose
generatingideas
makingandsharing
connections
askingquestionstoclarifyand
confirmmeaning
organizinginformation
practisingdelivery
selfmonitoringandself
correctinginresponseto
feedback
identifyaudienceandpurposeforspecificoralpresentations
(e.g.,persuadeclass,shareliteratureresponsewithapeer)
discusswhattheyalreadyknowaboutthetopicandelicit
ideasfromothers
selectafocus,anorganizationalstructure,andaviewpoint,
matchingthepurpose,message,andoccasion
emphasizekeypointstoassistthelistenerinfollowingthe
mainideasandconcepts
practisewithpeersupport,askforfeedback,andincorporate
suggestions(e.g.,selectandrehearsesomespecificphrases
andgesturestoengageaudience)
monitorvolume,tone,intonation,pace,expression,and
gesturedependingonthesituation(e.g.,whendeliveringan
announcementataschoolassemblyvs.speakingtopeers,
preparingcuecards)
useappropriatestrategiesformakingconnectionswiththe
audience(e.g.,positionthemselvessootherscanseeand
hear,usebodylanguagesuchassmilingormakingeye
contact)
adjustpresentationinresponsetofeedback(e.g.,maintain
effectivecommunicationevenwhenindisagreement)
whenlisteningtomakeand
clarifymeaning,including
makingpredictionsabout
contentbeforelistening
focussingonthespeaker
listeningforspecifics
generatingquestions
recalling,summarizing,and
synthesizing
drawinginferencesand
conclusions
distinguishingbetweenfact
andopinion
visualizing
monitoringcomprehension
makelogicalpredictionsaboutcontentbasedonrecalling
priorknowledge(includingknowledgeofgenreandstory
structure,andknowledgeofthespeakerandthecontext)
generatefocusquestionsbeforelistening
identifykeywordsandphrasestofocuslistening
identifykeyphrasesorvisualorganizersusedtofocusor
extendunderstanding(e.g.,transitiontermssuchas
consequently,inconclusion;visualsindicatingkey
points)
makeaccuratenotesusinglogicalcategoriesorheadings
usesimpletechniquesforrecall(e.g.,Therearethreestepsto
remember)
recognizewhenamessageisnotmakingsense(e.g.,ask
questionstoclarify)andidentifytheproblem(e.g.,therewas
toomuchinformationtowritedown)
identifybiasinoraltexts(e.g.,viewpoint,possiblemotivation
forbiasorperspective,factvs.opinion,emotionalvs.logical)
ORALLANGUAGE(Thinking)
Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement
foreachcorrespondingPrescribedLearningOutcome.
StudentswhohavefullymetthePrescribedLearningOutcomeareable
to:
A7 demonstrateenhanced
vocabularyknowledgeand
usage
useexpandingvocabularyinownspeech,including
vocabularyrelatedtospecificsubjectareas
usenewvocabularyintroducedintextsandclassdiscussions
useincreasinglydescriptiveandpowerfulwords
uselanguagetojustifyanddefendpositionsandviewpoints
selectpurposefulandpreciselanguage
respond,explain,andprovide
supportingevidencefortheir
connectionstotexts
understandandrespondtoliteraryandcreativeworks(e.g.,
agreewithinterestingpropositions,providealternative
viewpoint,becomeintriguedbyunsolvedmystery,suggest
solutiontoconflict)
orallyexpressapersonalviewpointwithsupportingdetails
andrecognizethatitmaydifferfromthatofothers;defend
personalviewpointwhilemaintainingrespectforthe
viewpointsofothers
makemeaningfulconnectionsbetweennewinformationand
ideasandpriorknowledgeandbeliefsaboutthetopic
connectthemes,characters,andplotinliteraturewithown
experiencesorotherliterature
buildonothersideas(e.g.,expandonandacknowledgethe
ideasofothersduringbrainstorming)
improveandextendthinking,by
questioningandspeculating
acquiringnewideas
analysingandevaluatingideas
developingexplanations
consideringalternative
viewpoints
problemsolving
identifylogicalconnectionsbetweennewinformationand
ideasandextendownthinkingbuiltonthatlogic
presentanewidea,anddefendthevalidityoftheideawith
reasonsorevidence
identifyandevaluateimplicitassumptionssupportinga
particularargumentinoraltext
compareandcontrastinformationfromavarietyofsources
anddeterminethevalidityofsource;begintoidentify
contradictions,ambiguities,bias,andashiftofopinion
withsupport,developandapplycriteriaforassessingthe
valueofideasandinformation(e.g.,possibilityofbias,logical
soundness,sourceofideasandinformation,congruencewith
priorknowledge,shiftofopinion,andirrelevancieswithin
ideasandinformation)
identifywhatisnotincluded(e.g.,whoseperspectiveisleft
out;whatinformation,arguments,orpositionsarenot
included)
questionandspeculateonpossibilitiesregardingtheideas
andinformationpresented
giveexamplesoftheimportanceoforallanguageinsociety
identifyaspeakersuseofvariouswordstoinfluencethe
audiencesfeelingsandattitudes
askandanswercriticalquestionsaboutanadvertisement
(e.g.,Whoisthetargetaudienceforthisad?Howdoyou
know?)
A10 reflectonandassesstheir
speakingandlistening,by
referringtoclassgenerated
criteria
consideringandincorporating
peerandadultfeedback
settinggoalsandcreatinga
planforimprovement
takingstepstowardachieving
goals
describethequalitiesofagoodlistener/speakerandidentify
thosethattheydemonstrate
identifystrengthsandareasforimprovement(e.g.,Ispeak
clearlyandtheclasssaidtheycouldhearme,butIneedto
workonnotusingdistractingfillerwords.)
usingclassgeneratedcriteria,reflectonprogresstoward
meetinggoals;stateachievablegoalsforfuturespeakingand
listeningexperiences(e.g.,Iwillspeakclearly,Iwillput
myideasinlogicalorder.)
discussapresentationssuccessinaccomplishingitsgoal
(e.g.,toreportonresearch,sharepersonalexperience,offer
andsupportaviewpointoropinionaboutanissueor
problem)
modifypresentationsthroughanalysisoffeedbackfromthe
audience
showengagementandenthusiasmforspeakingandlistening
usethinkaloudstoselfassess
ORALLANGUAGE(Features)
BytheendofGrade7,studentswhohavefullymetthePrescribed
LearningOutcomeareableto:
A11 recognizeandapplythefeatures
oforallanguagetoconveyand
derivemeaning,including
context(e.g.,audience,
purpose,situation)
textstructure
avarietyofsentencelengths,
structures,andtypes
smoothtransitionsand
connectingwords
syntax(i.e.,grammarand
usage)
diction
nonverbalcommunication
receptivelisteningposture
selectoridentifyappropriateregister(e.g.,formal,informal)
establishandsustainasenseofbeginning,middle,andend
(e.g.,stayontopicandsequenceideasinmeaningfulways,
concludepurposefully)
expressideasusingavarietyofsentencetypestoenhance
audienceengagement(e.g.,usesimple,compound,complex,
andcompoundcomplexsentences;useeffectiveco
ordinationandsubordinationofideastoexpresscomplete
thoughts)
useavarietyofconnectingwordsandtransitionstolink
ideasinspeech(e.g.,similarly,inconclusion,ontheother
hand)
recognizeawkwardphrasinginspeakingandselfcorrectby
restating
usecorrectgrammarwhenspeaking
useappropriatevolume,expression,pace,tone,and
emphasiswhenspeaking
maintainanappropriatelisteningposture,including
focussingonthespeaker
A12 recognizethestructuresand
patternsoflanguageinoral
texts,including
literarydevices
sounddevices
structuralsequencingcues
idiomaticexpressions
recognizeanduseliterarydevices(e.g.,metaphor)
reproducetherhythmicpatternwhenrecitingapoemor
chantwitharegularmetre(e.g.,rap)
recognizeandcreatesounddevices(e.g.,onomatopoeia)
identifylanguagepatternsheardinapoem(e.g.,rhyme
scheme)
demonstratefamiliaritywiththeuniquecharacteristicsof
differentorallanguageformats(e.g.,debate,discussion)
identifyandusestructuralsequencingcues(e.g.,although,
suchas,flashbackcues)
understandidiomaticexpressionsandusethemtoenhance
speakingand/orwriting
READINGANDVIEWING(Purposes)
achievementforeachcorrespondingPrescribedLearningOutcome.For
furtherinformation,seetheBCPerformanceStandardsforReading.
B1 readfluentlyanddemonstrate
comprehensionand
interpretationofarangeof
gradeappropriateliterarytexts,
featuringsomecomplexityin
themeandwritingtechniques,
including
storiesfromAboriginaland
othercultures
literaturereflectingavarietyof
ancientandmoderncultures
shortstoriesandnovels
exposingstudentsto
unfamiliarcontexts
shortplaysthatare
straightforwardinformand
content
poetryinavarietyofforms
readgradeappropriateliterarytextsindependentlyand
collectively(e.g.,choralreading,readerstheatre),with
accuracy,comprehension,andfluency,includingexpression
andphrasing
describesetting,characters,plot,events,andconflictintheir
ownwords,andexplainhowtheyinfluenceeachother(e.g.,
elementsofsettinginfluencecharacteraction,character
actioncontributestounderstandingofcharacterization,plot
eventscancontributetomood)
makeanddefendinferencesthatshowsomeinsightinto
charactersmotivationsandfeelings;providesupportwith
specificevidencefromthetext
drawcomparisonsamongtextsandamonggenres
offermeaningfulinterpretationsofthethemeor
author/poetsmessage
makeandsupportdirectandindirectconnections(textto
self,texttotext,andtexttoworld)
identifythecentralthemeorideainapoem,andexplainhow
itisconveyedthroughimagesandpoeticdevices(including
figurativelanguage)
usetextfeatures(e.g.,dialogue,punctuation)tosupport
meaningwhenreadingaloudandsilently
B2 readfluentlyanddemonstrate
comprehensionofgrade
appropriateinformationtexts,
withsomespecializedlanguage
andsomecomplexideas,
including
nonfictionbooks
textbooksandother
instructionalmaterials
visualorgraphicmaterials
reportsandarticles
referencematerial
appropriatewebsites
instructionsandprocedures
advertisingandpromotional
materials
readgradeappropriateinformationtextsindependentlyand
collectively,withaccuracy,comprehension,andfluency,
includingexpressionandphrasing
useavarietyofprintandelectronicreferencesources(e.g.,
dictionaries,thesaurus,websites)
locatespecificrelevantdetailsthroughtheuseoftext
features(e.g.,glossaries,tablesofcontents,unitsummaries,
indices,appendices,visuals,navigationbars,searchengines)
identifymaintopicsaddressedinaselectionanddistinguish
betweenmainideasandrelateddetails
makeaccurate,organizednotesbycreatingcategoriesthat
reflectthemainideasortopics
supportmeaningfulinferencesorinterpretationswith
specificevidencefromthetext
generatequestionsandprovideanswersthroughfurther
readingonthetopic
includeaccurateandimportantinformationfromtextand
textfeatures,includingspecificdetailsfromgraphics
B3 readandrereadjustrighttexts
foratleast30minutesdailyfor
enjoymentandtoincrease
fluencyandcomprehension
chooseajustrighttextontheirown
readandrereadindependentlyforasustainedperioddaily
(e.g.,30minutes)
showengagementinreading
B4 demonstratecomprehension
ofvisualtextswith
specializedfeaturesand
complexideas(e.g.,visual
componentsofmediasuch
asmagazines,newspapers,
websites,referencebooks,
graphicnovels,broadcast
media,videos,advertising
andpromotionalmaterials)
suggestpossiblepurposesofvisualtextsandofferreasonable
interpretations(e.g.,toinform,entertain,persuade)
determinewhoisservedbytheseimages(i.e.,critical
literacy)
makeandjustifyinferencesandpredictionsaboutavisual
textandabouteventsbeyondthepictures(e.g.,aboutwhat
happenedbefore/afterapicture,aboutfeelingsofpeoplein
photographs,aboutmaterialthatisunseenorimplicit)
identifyarangeofvisualtechniques(e.g.,choiceofcolour
palette,compositionandframing,viewpointselection)and
howthesetechniquesandthecontentaffecttheaudiences
reaction
READINGANDVIEWING(Strategies)
foreachcorrespondingPrescribedLearningOutcome.Forfurther
information,seetheBCPerformanceStandardsforReading.
B5 selectandusevarious
strategiesbeforereadingand
viewingtodevelop
understandingoftext,
including
settingapurposeand
consideringpersonalreading
goals
accessingpriorknowledgeto
makeandshareconnections
makingpredictions
askingquestions
previewingtexts
writedownand/orsharewhattheyalreadyknowabouta
topicoridea(e.g.,carouselbrainstorming)
makelogicalpredictionsaboutcontent,basedonprior
knowledgeandunderstandingofgenreandauthor
generateaquestion(s)toguidetheirreadingandviewing
describeandusetextfeatures(e.g.,headings,diagrams,
tableofcontents)toanticipateandaskquestionsbefore
reading
useavarietyofalternativesourcestolocateinformationand
buildbackgroundknowledgeaboutthetopic(e.g.,
encyclopedias,Internet,tradebooks,newspaperarticles)
B6 selectandusevariousstrategies
duringreadingandviewingto
construct,monitor,andconfirm
meaning,including
predicting
makingconnections
visualizing
askingandanswering
questions
makinginferencesand
drawingconclusions
usingtextfeatures
correcting
figuringoutunknownwords
readingselectively
determiningtheimportanceof
ideas/events
makeandconfirmlogicalpredictions(e.g.,summarizeand
restatewhathasbeenreadbeforeandhypothesizeabout
whatwillcomenext)
visualize,sketch,orusegraphicorganizerstosupport
comprehension(e.g.,mindmap,quadrants)
makeconnectionsduringthereading(texttoself,textto
text,texttoworld),comparingandcontrastingcharacters,
ideas,andevents)
usegraphicandvisualcues(e.g.,boldtype,headings,
diagrams,sidebars)toclarifyunderstanding
discussandsummarizewhattheyhavereadandviewed,at
intervalsandattheend
useglossaries,summaries,focusquestionsintext,outlines,
sidebars,navigationbars,andhyperlinkstofindinformation
innonfictiontext
skimandscantogatherinformation
figureoutunfamiliarwordsorexpressions,including
specializedandtechnicalvocabulary,byusingcontextcues,
wordstructures,illustrations,andclassroomresources(e.g.,
glossaries,dictionaries,referencematerials,thesaurus)
selfmonitor,select,andadjuststrategiestoselfcorrect(e.g.,
reread,readahead,gotoanothersource)
questionauthorsmotiveorintent(i.e.,criticalliteracy)
B7 selectandusevariousstrategies
afterreadingandviewingto
confirmandextendmeaning,
including
correcting
generatingandrespondingto
questions
makinginferencesand
drawingconclusions
reflectingandresponding
visualizing
usingtextfeaturestolocate
information
usinggraphicorganizersto
recordinformation
reviewthepurposesetpriortoreadingorviewinganduseit
toguiderereadingandreviewing
useselfmonitoringandselfcorrectingstrategies(e.g.,
reread,skim,andscanforspecificinformation,fordetails,
andtoconfirmunderstanding)
askandrespondtoquestionsrelatedtothematerialreador
viewed
makeinferencesanddrawconclusions
usetextfeatures(e.g.,headings,illustrations,diagrams)to
locateandorganizeinformation
describefeaturesthatmightcontributetoaninferential
understandingofthetext,suchasobvioussymbolsandother
literarydevices(e.g.,metaphor,simile,alliteration,
personification)
usegraphicorganizerstorecordandorganizeinformation,
andtoidentifyrelationships(e.g.,chronologicalreport
outline,conceptmap,causeandeffectTchart)
summarizethebigideaorauthorsmessageandgive
supportingdetails
reflectonthereadingandviewingandmakeconnections
(texttoself,texttotext,andtexttoworld)
READINGANDVIEWING(Thinking)
B8 respondtoselectionstheyread
orview,by
expressingopinionsand
makingjudgmentssupported
byexplanationsandevidence
explainingconnections(text
toself,texttotext,andtextto
world)
identifyingpersonally
meaningfulselections,
passages,andimages
offerresponsestoselections,characters,issues,andthemes
makelogicalconnectionsbetweenthetextandownideas,
beliefs,experiences,andfeelings
comparekeyideasinnewinformationwithprevious
knowledge
makeandsupportconnectionstootherreadingorviewing
selections,andcomparethemes
createawrittenresponsetotext,makingpersonal
connections,connectionstoothertexts,andconnectionsto
relatedevents
identifypowerfulpassagesfromtextsanddescribewhythey
arepersonallymeaningful
B9 readandviewtoimproveand
extendthinking,by
analysingandevaluatingideas
andinformation
comparingvariousviewpoints
tocreatenewideas
discussanddevelopanewidea,anddefendthevalidityof
theideawithreasonsorevidencefromthetext
describefurtherpotentialinatext(e.g.,lookforalternative,
innovativeoutcomes;considerdevelopmentsextending
beyondthetext)
developandapplycriteriaforassessingthevalueofideas
andinformation(e.g.,formakingcomparisons,
rejecting/acceptingideas,rationalizingpersonalpreferences)
begintoidentifycontradictions,ambiguities,and
irrelevancieswithinideasandinformation(i.e.,critical
literacy)
identifybiasandevaluateassumptionsimplicitwithinideas
andinformation
questiontheauthorspurposeorviewpoint(i.e.,critical
literacy)
B10 reflectonandassesstheir
readingandviewing,by
criteria
planforimprovement
goals
identifythestrategiesthatgoodreaders/viewersusebefore,
during,andafterreadingandviewing
discusstheirreadingandviewingusingvocabulary
pertainingtotextsandtoassessment
describeandassesstheirreadingandviewingthroughthe
meaningfulapplicationofreadingcriteria(e.g.,mademental
pictures,madeinferences,usedcontextcues,drew
conclusions,determinedmostimportantinformation)
engageinreflectionaboutwhattheymustdotobegood
readersandviewersatdifferentstagesofthereadingor
viewingprocess(i.e.,before,during,after)
identifyareastoimprovetheirreading,setgoals,andtake
stepstoachievethosegoals
identifypreferencesinbooksandmakeappropriatechoices
forfurtherreading
describetheselfcorrectingstrategiestheyhavechosenwhen
apassageisnotmakingsense(e.g.,paraphrase,reread,read
ahead,review)andassessthesuccessofthosestrategies
READINGANDVIEWING(Features)
B11 explainhowstructuresand
featuresoftextworktodevelop
meaning,including
form,function,andgenreof
text(e.g.,brochureabout
smokingtoinformstudents;
genreispersuasive)
`textfeatures(e.g.,copyright,
tableofcontents,headings,
index,glossary,diagrams,
sidebars,hyperlinkspull
quotes)
literaryelements
(e.g.,characterization,mood,
viewpoint,foreshadowing,
conflict,protagonist,
antagonist,theme)
nonfictionelements(e.g.,
topicsentence,development
ofideaswithsupporting
details,centralidea)
literarydevices(e.g.,imagery,
onomatopoeia,simile,
metaphor,symbolism
personification)
idiomaticexpressions
recognizeandcomparethevariousformsandgenresofa
varietyoftexts(e.g.,narrativeshortstory,persuasivepoem,
informationarticle)
explainthepurposeoftextfeatures(e.g.,copyright,
diagram,dateofpublication,index,hyperlink,sidebar)
identifysomepoeticdevices,includingrhyme,rhythm,
alliteration,imagery,onomatopoeia,simile,metaphor,
symbolism,andpersonification
usevocabularysuchascopyright,plagiarism,tableof
contents,headings,index,glossary,diagrams,sidebar,pull
quotestotalkabouttheirfunctioninrelationtoreadingand
viewing
discussauthorstechniques(e.g.,howcharacterisrevealedin
text,explainthetechniquesbywhichthetextconveysmood
andsetting)
identifyandunderstandsomeidiomaticexpressionsand
understandtheirvalue
WRITINGANDREPRESENTING(Purposes)
information,seetheBCPerformanceStandardsforWriting.
C1writeavarietyofclear,focussed
personalwritingforarangeof
purposesandaudiencesthat
demonstratesconnectionsto
personalexperiences,ideas,and
pinions,featuring
clearlydevelopedideasby
usingeffectivesupporting
details,explanations,analysis,
andinsights
sentencefluencythrough
sentencevarietyandpatterns
withincreasinglynatural
rhythmandflow
effectivewordchoicethrough
theuseofprecisenouns,and
powerfulverbsandmodifiers
anhonestandengagingvoice
anorganizationthatis
meaningful,logical,and
effective,andshowcasesa
centralideaortheme
createavarietyofpersonalwriting(e.g.,freewrites,reading
responses,journalentries,descriptivenarratives,memoirs,
personalletters,andmayincludeimpromptuwriting)that
demonstratesthefollowingcriteria
MeaninginPerformanceStandards/IdeasinTraitsof
Writing.Thewriting/representation:
makessense,anddevelopsaclearmainidea,wellsupported
bydetailsthatincluderelatedideas,images,orfeelings
sustainsideasthroughseveralrelatedparagraphs
mayincludevisualsthatenhancethemainideasbutarenot
necessaryforcomprehension
StyleinPerformanceStandards/SentenceFluency,Word
ChoiceandVoiceinTraitsofWriting.The
writing/representation:
featuresstrategicallyvariedwordorderwithinasentence
foreffect
includesavarietyofwellconstructedsentencesthatread
smoothly,andeffectiveuseofparagraphs
effectivelyexperimentswithnew,powerful,andprecise
words
featuresanhonestvoicethatenhancespurposeandengages
theaudience
ForminPerformanceStandards/OrganizationinTraits
ofWriting.Thewriting/representation:
usesgenreorformappropriatetopurposeandaudience
usestextstructuresappropriatetoformorgenre
includesparagraphsthatenhancetheclarityoftheideas
usesanextendedrangeofconnectingwordstocombine
ideas,indicatecomparisons,sequence,anddescribecause
andeffectrelationships
featuresnaturalandsmoothtransitionsbetweenideas
featuresstrongleadsandsatisfyingendings
SeeFeaturessectionforadditionalcriteriarelatingtofeaturesand
conventions.
C2 writeavarietyofeffective
informationalwritingfora
rangeofpurposesandaudiences
thatcommunicatesideasto
informorpersuade,featuring
clearlydevelopedideasby
usingfocussedanduseful
supportingdetails,analysis,
andexplanations
sentencefluencythrough
clear,wellconstructed
sentencesthatdemonstratea
varietyoflengthsandpatterns,
withanincreasinglyfluidstyle
effectivewordchoicebyusing
contentwords,precisenouns,
andpowerfulverbsand
modifiers
avoicedemonstratingan
appreciationandinterestinthe
topic
anorganizationthatincludes
aninvitingleadthatclearly
indicatesthepurpose,
followedbyawelldeveloped
andclearsequenceof
paragraphsorsectionsthat
leadtoastrongconclusion
createavarietyofinformationalwriting(e.g.,expository
writingsuchasreports,articles,instructions,procedures,
explanations,businessletters;persuasivewriting,suchas
editorials,letters,opinions,andmayincludeimpromptu
writing)thatdemonstratesthefollowingcriteria
includesaclearpurposethatisaccomplished(e.g.,
instructionscanbefollowed)
makessenseandemphasizesimportantideas
includesanarrowed,focussed,clear,andcoherenttopic
includesinformationthatisaccurateandintegrates
informationfromseveralsources
showsunderstandingofthetopicthroughpersonal
Experienceand/orresearch
mayexpressandjustifyaviewpoint
anticipatesandanswerssomeofthereadersquestions
includesvisualsandtextworkingjointlytorepresentand
enhancethetopic
showsaclearsenseofaudience;showsconsiderationfor
andinterestinthereader
featuresexperimentationwithwordorderforeffect
readssmoothlyanddemonstratesstrategicparagraphing
exhibitstoneandlevelofformalityappropriateforpurpose
andaudience
containsclearlanguageandeffectivelyusedcontentwords
showsaclearsenseofaudienceandshowsconsiderationfor
andinterestinthereader
exhibitsinterestorcareinthetopic;engages,and,if
applicable,persuadesthereader
containsavarietyofsentencetypes,lengths,andstructures
(e.g.,simple,compound,andcomplex)
ForminPerformanceStandards/OrganizationinTraits
ofWriting.Thewriting/representation:
usesanextendedrangeofconnectingwordstocombine
ideas,indicatecomparisons,sequence,anddescribecause
andeffectrelationships
includeslogicalandeffectivesequencing

utilizestextfeatures (e.g.,titles,headings,diagrams,
illustrations)thatareclear,relevant,andhelpfultothereader
readssmoothlywithcontrolledpacing
includesanoriginalandinformativetitle
featuresstrongleadsandsatisfyingendings
conventions.
C3 writeavarietyofimaginative
writingforarangeofpurposes
andaudiences,includingshort
stories,passages,andpoems
modelledfromliterature,
featuring
strategicallydevelopedideas
byusinginterestingsensory
detail
sentencefluencybyusinga
varietyofsentencelengthsand
patterns,withincreasing
fluidity
effectivewordchoicebyusing
purposefulfigurativeand
sensorylanguagewithsome
sophisticationandrisktaking
anengagingandauthentic
voice
anorganizationthatincludes
anenticingopening,followed
byapurposefulsequenceof
welldevelopedideasthatlead
toanimaginativeor
interestingconclusion
createavarietyofimaginativewriting(e.g.,expressivewriting
suchasscripts,poems,shortstories,passages,descriptive
narratives,andmayincludeimpromptuwriting)that
demonstratesthefollowingcriteria
makessenseanddevelopsclear,focussedideaswhichmay
beimaginativeandoriginal
narrowsandfocusesatopic
includeswelldevelopedparagraphs;poetryusessensory
detailandfollowsthepatternprovided
featuresstrategicwordorderinasentenceorlineofpoetry
fordramaticeffect
effectivelyemulateselementsofstylefromliteratureor
fromapoeticform(e.g.,compellinglead)
usesliterarydevices(e.g.,simile,metaphor,alliteration,
onomatopoeia,symbolism)
featuresfluidlanguagewithsomesophistication
showsaclearawarenessofaudience;ideasandimages
createimpact
revealsanhonest,personal,engagingvoice,appropriateto
purposeandaudience
usesdialoguetodevelopcharacter
ForminPerformanceStandards/OrganizationinTraitsof
strategicallyusesanextendedrangeofconnectingwordsto
combineideas,indicatecomparisons,sequence,and
describecauseandeffectrelationships
readssmoothlyandpacingiscontrolled
containsclearinterestingdialoguethatcontributestothe
understandingofcharacter
includesathoughtfulandexpressivetitle
conventions.
C4 createmeaningfulvisual
representationsforavarietyof
purposesandaudiencesthat
communicatepersonalresponse,
information,andideasrelevant
tothetopic,featuring
developmentofideasby
makingconnectionsto
personalfeelings,experiences,
opinions,andinformation
anexpressiveand
individualisticvoice
anorganizationinwhichkey
ideasareevident
createavarietyofmultimediaforms(e.g.,posters,graphs,
diagrams,charts,film,webpages,plays,skits,tableaux,
dramatizations)thatdemonstratethefollowingcriteria
conveysinformationandideasforspecificpurposesand
audiences
developskeyideasthroughdetails,images,andmotions
demonstratesimaginativeconnectionstopersonalfeelings,
experiences,andopinions,whenappopriate
featuresanindividualperspectivethatisevidentand
expressive
movesorengagesthereader
ForminPerformanceStandards/OrganizationinTraitsof
useselementsofformtoenhancemeaning
usestextfeatures/designelements(e.g.,titles,labels,
headings,captions,symbols,icons,colour,space)clearly
andeffectivelytoenhanceunderstanding
conventions.
WRITINGANDREPRESENTING(Strategies)
LearningOutcomesareableto:
C5 selectandusevariousstrategies
beforewritingandrepresenting,
including
settingapurpose
identifyinganaudience,genre,
andform
analysingexamplesof
successfulwritingand
representingindifferentforms
andgenrestoidentifykey
criteria
developingclassgenerated
criteria
generating,selecting,
developing,andorganizing
ideasfrompersonalinterest,
prompts,texts,and/orresearch
setapurposeandidentifyanaudiencefortheirownwriting
orrepresenting(e.g.,topersuadeothers,entertain,inform,
tellastory)
examineappropriateexamplesofthegenreandform,and
analyseandidentifytheircharacteristics
contributetogeneratingclasscriteriaforwritingand
representingbasedonanalysisofgenreandformby
examininganonymouswritingsamplesorexamplesof
literaryorinformationtext(e.g.,useofrealisticdialogue,
interestingstorysequence,usingavarietyofsentencetypes
andlengths)
generateanddevelopideasinavarietyofways(e.g.,
brainstorm,shareideas,recall,interviewandtakenotes,use
graphicorganizerssuchasfishbone,sketchorcartoon,take
photos,observe)
duringwritingandrepresenting
toexpressandrefinethoughts,
including
criteria
analysingmodelsofliterature
accessingmultiplesourcesof
information
consultingreferencematerials
consideringandapplying
feedbackfromconferencesto
reviseideas,organization,
voice,wordchoice,and
sentencefluency
ongoingrevisingandediting
continuetoexpandideasfromprewritingwhenwriting(e.g.,
adddetailtowebs,generatequickwrites,listadditional
ideas,askforandincorporatefeedbackfromothers)
useelectronicandprintresourcesforresearch
writeforanextendedsustainedperiodinthestyleofthe
genre
usemodelsofdifferentformsofwritingtoassistin
organizationofwriting(e.g.,leads,headlinesfromsimple
newsarticle)
refertoanduseclassgeneratedcriteria(e.g.,mainideasare
supportedwithrelevantdetails,dialoguesoundsnatural)
enhancewordchoicebymakinglistsofsensorywords
relatingtothetopic;selectingprecisevocabularyfrom
dictionariesorathesaurus;referringtoandselectingfrom
listsofconnectingwords
useelectronicandprintresourcesforresearch
createvarietyinsentencestructuresandpatternstodevelop
sentencefluency(e.g.,sentencesofdifferentlengthsand
types,sentencesthatdisplaypatternsandphrasing;sentences
thatbeginindifferentways)
enhancevoicewhilewritingbyensuringthattheaudience
andformofwritingmatch(i.e.,appropriateformalityand
tone)
usedictionariesorwordprocessingtoolswhiledrafting(e.g.,
cutandpaste,spellingandgrammarcheck)
begintoreviseandeditasthewritingiscreated
afterwritingandrepresentingto
improvetheirwork,including
checkingtheirworkagainst
establishedcriteria
readingaloudandlisteningfor
fluency
revisingtoenhancewriting
traits(e.g.,ideas,sentence
fluency,wordchoice,voice,
organization)
editingforconventions(e.g.,
grammarandusage,
capitalization,punctuation,
spelling)
checkwritingandrepresentingagainstclasscriteria(e.g.,
consistencywithformofwritingselected,sensorydetail,
varietyofsentencetypesandlengths,preciselanguage,
legibility)
aftercheckingworkagainstcriteria,selectareasforrevision,
andrevisetoenhancework
acceptandincorporatesomerevisionsuggestionsfrompeers
andteacher(e.g.,addsomedescriptivevocabulary,detailon
poster)
experimentwithchangesinwords,sentencesand
organizationandincorporatesuccessfulchanges
engageineditingindependentlyorwithapeer(e.g.,by
usingaproofreadingguide;byuseathesaurustoenhance
severalnounsandverbs;bycheckingpunctuation;by
ensuringlegibilityifhandwritten,andformattingconsistency
ifwordprocessed;bycheckingthatthetexthasappropriate
visualfeaturessuchasexamples,illustrations,tableof
contents,labelsondiagrams)
publishandsharewiththeintendedaudience
WRITINGANDREPRESENTING(Thinking)
C8 usewritingandrepresentingto
critique,expresspersonal
responsesandrelevantopinions,
andrespondtoexperiencesand
texts
respondinwritingorrepresentingbyexpressingfeelingsor
thoughtsaboutanexperienceoratexttheyhaveread,seen,
orheard(e.g.,aschoolyardincident,aplay,afilm,astory)
incorporatenewvocabularyintotheirownwriting(e.g.,
writinglikeascientist,adoptingacharacter)
usevariousformsofresponse(e.g.,written,visual,
kinesthetic,electronic)
C9 usewritingandrepresentingto
extendthinking,by
developingexplanations
analysingtherelationshipsin
ideasandinformation
exploringnewideas(e.g.,
makinggeneralizations,
speculatingaboutalternative
viewpoints)
explainthelogicofthesequenceandconclusionsintheirown
writingandrepresentations
clarifyassumptionsintheirownwritingandrepresentations
(e.g.,identifythingsareaderorviewerneedstoknowin
ordertounderstandthepoint)
developandapplycriteriaforassessingthevalueofideas
andinformation(e.g.,congruencewithpriorknowledge,
sourceofideasandinformation,rationalizingpersonal
preference)
applygeneralizationsinanewcontext(e.g.,writealimerick
afterreadingseveralexamples,createanexampleofa
personificationafterstudyingseveralexamples)
recognizethepresenceofbias(i.e.,criticalliteracy)
afterparticipatinginstructuredactivities,explainandgive
evidenceofhowtheirunderstandinghasbeenextended
C10 reflectonandassesstheir
writingandrepresenting,by
relatingtheirworktocriteria
planforimprovement
goals
describethestrategiestheyused(e.g.,prewriting,drafting,
buildingcriteria,revising,editingusingconventions,
publishing,andpresenting)
usecriteriatoidentifystrengthsandmakesuggestionsabout
theirownorotherswork(e.g.,tellwhatisappealingabouta
pieceofwork,useaTcharttorelatespecificevidencefrom
theirworktothepreestablishedcriteria,useconstructive
languagetogivefeedback)
setandadjustpersonalgoalsforwritingorrepresenting(e.g.,
identifyanimportantaspecttoworkonnext,withreference
tooneofthecriteria)
developaplantoachievetwoormoregoalsforimprovement
infuturewritingandrepresenting
demonstrateprideandsatisfactioninwritingand
representingbydiscussingareasofpersonalaccomplishment
(e.g.,takingpartinawritingconference)
WRITINGANDREPRESENTING(Features)
C11 usethefeaturesand
conventionsoflanguageto
expressmeaningintheirwriting
andrepresenting,including
completesimple,compound,
andcomplexsentences
subordinateandindependent
clauses
correctsubjectverband
pronounagreementin
sentenceswithcompound
subjects
correctandeffectiveuseof
punctuation
conventionalCanadian
spellingforfamiliarand
frequentlyusedwords
spellingunfamiliarwordsby
applyingstrategies(e.g.,
phonicknowledge,useof
commonspellingpatterns,
dictionaries,thesaurus)
informationtakenfrom
secondarysourceswithsource
citation
legiblewritingappropriateto
contextandpurpose
GrammarandUsage
usesimple,compound,andcomplexsentences
createcompletesentenceswithfewrunonsandfragments
usepronounscorrectly(i.e.,referstothecorrectantecedent)
usesubordinateclausescorrectlytoclarifymeaning
useprepositionseffectively(e.g.,of,in,concerning,at,by)
PunctuationandCapitalization
usecapitalization,periods,questionmarks,exclamation
marks,commas,quotationmarks,apostrophes,andcolons
correctly
VocabularyandSpelling
explaintheimportanceofcorrectspellingforeffective
communication
useconventionalCanadianspellingforfamiliarand
frequentlyusedwordsandapplyspellingstrategiestospell
unknownwords(e.g.,phonicknowledge,Canadian
dictionary)
useadictionarytofindthecorrectCanadianspellingof
wordswhenediting
usenewlyacquiredvocabularytoenhancemeaningand
emphasis
useathesaurustoselectandreviseworkformoreprecise
words
Presentation
writelegiblyandappropriatelytocontextandpurpose
ensureheadings,titles,andillustrationsenhanceclarity
acknowledgesecondarysourcesofinformationinwriting
describeplagiarismandlistreasonsforrespectforthe
copyrightofothers
ensureformattingconsistencyifwordprocessing
ARTSEDUCATION DANCEGRADE7
ARTSEDUCATION:DANCEGRADE7
CREATINGDANCE
Prescribed Learning Outcomes Suggested Achievement Indicators
Thefollowingsetofindicatorsmaybeusedtoassessstudent
achievementforeachcorrespondingPrescribedLearningOutcome.
StudentswhohavefullymetthePrescribedLearningOutcome
areableto:
A1 createmovementinresponsetoa
varietyofsounds,music,images,
andfeelings
improviseanddemonstratemovementsinresponsetothe
expressiveelementsofmusicandsound(e.g.,changing
rhythmpatterns,complextexture,instrumentation)
demonstratemovementsinresponsetoanevent,theme,
feeling,oridea(e.g.,jealousy,antiracism,ecosystems)
describetheassociationsbetweentheirmovementsandthe
sounds,images,orfeelingsthatinspiredthem
A2 createmovementsequencesusing
patternandnarrative
choreographicforms,individually
andwithothers
createadancesequencebasedonpedestrianmovement
followingmodelsviewedorlearned,createadancesequence
thatincorporatesadefinedhighpointorclimax
workwithpeerstocombineaspectsofvariousdancesthey
havelearnedtocreatenewmovementsequencesfollowing
agivenpatternornarrativechoreographicform
DANCEGRADE7 ARTSEDUCATION
A3 applythecreativeprocesswith
emphasisonrefiningand
reflectingtochoreograph
dance
applyallstagesofthecreativeprocesstocreatedance
compositions
useavarietyofsourcesofideasandsourcesasinspirations
forexploringdance(e.g.music,sounds,poetry,visual
images,themes,abstractconceptssuchaswarorhappiness)
chooseparticularmovementsfordancecompositionand
explaintheirchoices
basedonagreeduponcriteria(e.g.,usingavarietyof
dynamics,basedonagivendancestyle),selectseveral
sequencestocreateacomposition
combinemovementstocreatesequencesthatmeetspecific
criteria(e.g.,incorporatesmoothtransitions,createaclimax,
dancersascharacterstellingastory)
alterdancesequencesbytransformingmovementstobetter
communicatetheirintentormessage(e.g.,changinglevels,
alteringdynamics,changingpathways,variedspeeds)
incorporateconstructivefeedbackfromteacherandpeersin
revisingtheirdancecompositionsreflectonanddescribe
theircreativeprocessinrelationtoeachstage
(e.g.,Myinspirationforthispiecewasmysisterbecauseshe
____,
IincorporatedsharpandisolatedmovementbecauseI
wantedtoexpressafeelingofdisconnectedness.)
assessthesuccessoftheirowndancecompositionbasedon
theirunderstandingofthefivestagesofthecreativeprocess
andtheirwillingnessandabilitytoconsiderconstructive
feedback(e.g.,keepacompositionjournal,usestickfigures
ornotestorecordtheirjourneythroughthecreativeprocess)
describetheevolutionoftheirdancecompositions
(e.g.,keepandannotateavideoportfoliooverthecourse
oftheyear)
ELEMENTSOFDANCE
areableto:
B1 usetheelementsofmovement
inavarietyofcombinations
explorepedestrianmovement
demonstrateavarietyofmovementcombinationsthat
createavarietyofbodyshapes
incorporatevarioustypesoflocomotorandnonlocomotor
movement
incorporatevariousdirections,formations,andstage
facings
respondingtochangingrhythmpatterns
includeavarietyofeffortqualities(e.g.,suspenseand
release,boundandfree)
incorporatevariationsinbreathinginrelationtothebeat
(e.g.,breathingwiththebeat,breathingagainst/acrossthe
beat)
includeinteractionsamongtwoormoredancers(e.g.,lifts;
unison,complementary,andcontrastingmovementto
createtexture)
practiseandrefineparticularelementsofmovement(e.g.,
maintainformationandstagefacings,practiseparticular
jumps)
constructivelycritiquetheirownuseoftheuseofelements
ofmovementandthatoftheirpeers
useappropriateterminologytodescribetheelementsof
movement(e.g.,stageleft,upstage,downstageright;unison,
contrast,complementary)
useappropriateterminologytodescribechoreographicform
(e.g.,narrative,callandresponse,canon,rondo)
B2 applytheprinciplesofmovement
alignment,balance,flexibility,
strength,andbreathingto
dance
demonstrateappropriatealignmenttechniqueinnon
locomotormovements(e.g.,peelingthefootoffthefloor)
demonstrateappropriatealignmenttechniqueinlocomotor
movements(e.g.,jumps)
demonstrateassistedbalancewithapartner
inwarmupandmovementcombinations,demonstratean
improvementintheirrangeofmotion(flexibility)overtime
inwarmupandmovementcombinations,demonstrate
improvementinstrengthovertime(e.g.,increasein
frequency,intensity,andduration)
breathethroughtheirstretches
identifyandconstructivelycritiquetheuseofprinciplesof
danceintheirowndanceperformancesandthoseofothers
(e.g.,onvideo,visitingdanceensembles)
B3 demonstratetechniques
associatedwithparticulardance
styles
demonstrateaspecifiedstepormovementfromaparticular
dancestyletheyhaveviewedorlearned(e.g.,stepball
change)
comparetheuseofaspecifictechniquerepresentedina
varietyofstyles(e.g.,stepballchangeinjazziscomparable
tochassinballet,waltzstep,andpolkastep)
B4 applyhealthandsafety
considerationstodance
promoteawarenessandresponsibleactionwithrespectto
healthandsafetyissuesrelatedtodanceandmovement
(e.g.,repetitivestraininjuries,disorderedeating,shinsplints)
relateprinciplesofhealthandsafetyindanceandthe
benefitsofahealthyactivelifestyletootherareasoftheir
lives(e.g.,afterschoolsports,abilitytoconcentrateonschool
work,increasedflexibilityandagility)
consistentlyperformwarmupandcooldownwhenengaging
indance
CONTEXT
areableto:
C1 comparedancesfromavarietyof
historical,cultural,andsocial
contexts
demonstrateknowledgeofthehistorical,cultural,andsocial
contextsofatleasttwodifferenttypesofdance(e.g.,hiphop,
salsa,bhangra)
describethepurposesofdanceinvarioussocial,cultural,
andhistoricalcontexts
describetherolesportrayedinavarietyofdances
(e.g.,relatedtogender,age,character)
comparetwoormoredancesfromdifferingcultural,social,
orhistoricalcontextswithrespecttoattributessuchas
attireandprops
setting
rhythmicpatternofmusic
apparentpurpose(e.g.,toadvertiseaproduct,to
entertain,toattractattentionofothers,topreserveculture,
toexplorenewtechnicalpossibilities)
numberandnatureofparticipants(e.g.,childrenonly,
menandwomentogether,menonly)
therolesportrayedbydancers(e.g.,relatedtogender,age,
character)
technique
rootsandevolutionofthedancestyle
relatetheirunderstandingofthehistoricalorculturalcontext
ofdance,particularlypurposeandofrolesportrayed,tothe
typesofmovementsused(e.g.,workactivitiesinfolkdance,
Aboriginaldancesthatrepresentanimalsandnature)
defendapositionontheroleofdanceincontemporary
society(e.g.,debateatopicrelatedtodance,suchasWomen
dancemorethanmen.Dancecontributestotheeconomy.
Dancemustalwayshavemeaning.)
C2 assesspersonalopportunitiesfor
lifelongparticipationindance
listrecreationalandcareeropportunitiesindance
(e.g.,audiencemember,performer,choreographer,)
relateaselectedcareerorrecreationalopportunityindance
totheirpersonalinterestsandattributes
PRESENTINGANDPERFORMING
areableto:
D1 rehearsedanceforspecific
performanceenvironments
analyseeffectsofagivenperformanceenvironmentondance
possibilities(e.g.,sizeofperformancespace,prosceniumvs.
theatreintheround,dancesurface)
adaptadancetheyhavecreatedfortwoormorediffering
performanceenvironments(e.g.,stage,hallway,playground,
shoppingmall)
participateconsistentlyandactivelyinrehearsalsoftheir
ownandotherscompositions
applycriteriaforevaluatingthequalityoftheirownand
othersdanceworkduringrehearsal,focussingon
accuracyandclarityofsetmovement
whattheylikedorwereproudof,andsupportingtheir
opinionwithdetails
whattheywouldliketochangeordevelopfurther,
andsupportingtheiropinionwithdetails
whattheylearnedfromtherehearsal
followpracticeprocedurestoachievemovementmemory
usetherehearsalprocesstorevisetheirperformanceson
thebasisofteacherandselfevaluation
D2 applyappropriateperformance
skillsinarangeofdancesettings
performdance,communicatingthesenseoffeelingand
moodinthechoreography
reproducechoreographedmovementwithaccuracy,clarity,
andintensity
maintainsetfocalpointduringperformance
workeffectivelywithsimpleproductionelements
(e.g.,costumes,props)asappropriatetothedance
demonstrateappropriateperformanceenergy
(e.g.,stagepresence,projection,expressionofemotion,
portrayintendedmood)
compareperformanceskillsindancewiththoseofother
performingartsorsports(e.g.,drama,music,gymnastics,
figureskating,synchronizedswimming)
demonstrateappropriateaudienceskillstoexpressrespect,
appreciation,orenjoymentforaperformance(e.g.,clapto
showappreciation,activeobservationthroughoutthe
performance,appropriatebodylanguage,notinterrupting
theperformance,providingconstructivefeedbackwhen
required)
D3 applyestablishedcriteriato
analysetheirownandothers
choreographyandperformances
analysetheirworkandthatoftheirpeersbasedon
establishedcriteria,andsupporttheiropinionwithexamples
anddetails,byidentifying
qualityindemonstratingspecificperformanceskills
(e.g.,accuracy,clarity,andintensity)
qualityofthechoreographyindemonstratingspecific
elementsofmovement(e.g.,boundandfreeeffort
qualities,unisonandtension)
appropriateuseofproductionelements
whetherornottheworkachievedtheassignedtask
(e.g.,includingaclearclimax,clearlydepictinga
themeortopic)
thefeelingandmoodportrayed
whattheylikedorwereproudof
whattheywouldliketoseechangedordevelopedfurther
whattheylearnedfromtheperformance
communicateconstructivelyandrespectfullyontheefforts
andcontributionsofothersinclassdanceactivities
ARTSEDUCATION DRAMAGRADE7
ARTSEDUCATION:DRAMAGRADE7
EXPLORINGANDCREATING
areableto:
A1 usethecreativeprocesstoexplore
arangeofissuesandabstract
concepts
exploreavarietyofissuesandabstractconceptsthrough
drama(e.g.,community,strengthofcharacter,control)
exploretensionandconflictinrole(e.g.,conflictingfeelings
aboutleavinghome,tensionbetweenstandingupfor
somethingimportantandriskingsocialexclusion)
workwithinarangeofdramaformstoexpressliteraland
metaphoricalmeaning
selectandcombineideasandformstocreatedramaworks
askandrespondtoquestionsinandoutofroletohelpcreate
meaningfromthedramawork
demonstrateempathyindramaexplorations,inandoutof
role(e.g.,writinginrole,smallandlargegroupdiscussion,
answeringquestionsposedbyteacherandpeers)
reflecttomakeconnectionsbetweendramaworkandthe
experiencesofselfandothers,including
inrolereflection(e.g.,writinginrole,respondinginrole
topeerandteacherquestions)
outofrolereflection(e.g.,journaling,drawing,smalland
largegroupdiscussioninresponsetoteacherposed
questions)
refinedramabasedonreflectionandfeedbackandexplain
theirchoices
A2 createrolesthataretruetothe
drama
createrolesthatmovebeyondstereotypestoauthentic
representations
A3 demonstratecollaborationskills
duringdrama,including
respectingandencouraging
others
contributingtoatrusting
environment
willingnesstoworkwithall
othersingroup
consistentlydemonstraterespectfortheirpeersideasand
contributions
consistentlyofferencouragementtotheirpeers
demonstrateanabilitytocontributetoatrusting
environmentwhereeveryonefeelssafetopushtheirown
boundaries(e.g.,usingvoiceinadifferentway,takingon
unfamiliarroles,presentingforalargegroup,sharing
personalinsightsandopinions)
provideleadershipwithingroupactivities(e.g.,modelling
supportandcollaboration,leadingwarmupactivities)
demonstrateanabilitytoworkwithothersregardlessof
differingsexes,backgrounds,orabilities
DRAMAGRADE7ARTSEDUCATION

DRAMAFORMS,STRATEGIES,ANDSKILLS
areableto:
B1 applyvocalelementsand
movementelementsto
communicateandinterpret
meaning
analysehowvoiceandmovementconveyspecificideas
andmeaning
combinevoiceandmovementtoconveyspecificideasor
meaning
altervoiceandmovementasappropriatetoexpressintended
meaningwhileworkinginrolewithothers
representabstractconceptsthroughmovementandvoice
(e.g.,createamimethatrepresentsconceptssuchas
exclusion,power,orfairness)
altervoiceandmovementasappropriateinresponseto
differentperformancespaces(e.g.,theclassroomvs.the
schoolauditorium)
B2 demonstrateactiveengagementin
avarietyofdramaforms
participateactivelyandwithengagementinavariety
ofdramaformsto
expressthoughts,feelings,intentions,andattitudes
ofparticularcharacters
exploreandconveyvarioussituations
selectandapplyformsappropriateforthepurposeand
toconveythoughts,ideas,andmeanings(e.g.,playbuilding
todevelopadramacollaboratively,scriptedplaystofocus
oncharacterization)
useappropriateterminologytodescribedramaforms
reflecttomakeconnectionsbetweenthefictionalandthereal
world,including
reflectinginrole(e.g.,writinginrole,answeringquestions
aboutvaluesandmotivations)
reflectingoutofrole(e.g.,partner/largegroupdiscussion,
respondingtoquestionsposedbytheteacher,drawing,
journaling)
B3 participatesafelyindrama
activities
followrulesandguidelinesforsafeparticipationin
individual,group,andclassmovementandvoice
explorations(e.g.,respectotherspersonalspaces,usevoice
safelytoavoidstrain)
followrulesandguidelinesforsafeuseofpropsand
equipment
describethepurposeofawarmup
ARTSEDUCATION DRAMAGRADE7

CONTEXT
areableto:
C1 analysetheroleofdramaina
varietyofsocial,cultural,and
historicalcontexts
makeconnectionsbetweendramaformslearnedinclass
anddramaformsinvarioushistorical,cultural,andsocietal
contexts
describeexamplesofthepurposeandsignificanceofdrama
inspecific
historicalcontexts(e.g.,classicalGreekcomedyand
tragedy,vaudeville)
culturalcontexts(e.g.,Aboriginalstorytellingdramas,
Indonesianshadowpuppetry)
societalcontexts(e.g.,storydramatoexploresocialissues,
filmspostedontheInternettoreachawideaudience)
C2 demonstrateanunderstandingof
howsocialvaluesare
communicatedindrama
analysehowsocialvaluesarerepresentedinspecific
examplesof
livedramaandtheatre
filmandtelevision
assessspecificdramaforms(e.g.,scriptedplays,
improvisation,documentaryfilm)fortheircapacitytoreflect
oraffectsocialvalues
basedonexamplesviewedandstudied,giveanopinionon
howdramacanbeusedtoreflectandchallengesocialvalues
C3 assesslifelongopportunitiesin
drama
basedoninterviews,Internetresearch,orguestspeakers,
presentpossibleopportunitiesindrama(e.g.,asparticipant
orperformer,asaudience,invariousareasofproduction,
advocacy,criticism),suchas
intheclassroom,school,andcommunity
presentandfutureopportunities
recreationalandcareeropportunities
DRAMAGRADE7ARTSEDUCATION

areableto:
D1 performdramaforspecific
purposesandaudiences
demonstratecommitmenttoandengagementwithina
varietyofroles
usebodyandvoiceeffectivelytoconveymeaningduring
presentationandperformance
exploreattitudesandbeliefsofcharactersforapplication
indramawork
demonstratewillingnesstotakeappropriaterisks
(e.g.,takeonunfamiliarroles,experimentwithvarious
vocalandmovementelementstoportrayacharacter)
demonstratecollaborationskillsindramaperformance
selectandapplyproductionelementstoenhancedrama
work(e.g.,music,lights,props,set,makeup,costume,
performancespace)
demonstrateindividualresponsibilitywithinthegroupwhen
developing,rehearsing,andpresentingdramawork
(e.g.,focusandconcentration,respectforothers
contributions,providingconstructivefeedback)
demonstratewillingnesstoacceptfeedback
incorporatefeedbacktoimproveperformanceasapplicable
performances
demonstrateappropriateaudienceskillsduringinformal
andformalpresentationsandperformances(e.g.,focuson
presenters,contributetoasafeenvironmentbyrespecting
effortsoftheperformers)
demonstrateaudienceinteractionwhenappropriateforthe
dramaform(e.g.,theatresports,melodrama,pantomime)
workwithpartnersoringroupstocreatecriteriatoanalyse
performances(e.g.,appropriatenessofformandsubject
matterfortheaudienceandpurpose,authenticroles,
effectivenessofproductionelements)
offerconstructivecriticismdesignedtoimprovedrama
presentationandperformance
suggestreasonsforvariousresponsestoadrama
presentation
explaintheirresponsestoadramapresentationbased
onestablishedcriteria
applyfeedbacktotheirownpresentationsthatcanbeused
torefinefuturework
ARTSEDUCATION MUSICGRADE7
ARTSEDUCATION:MUSICGRADE7
EXPLORINGANDCREATING
areableto:
A1 applyrhythm,melody,and
elementsofexpressionin
performancerepertoireto
interpretarangeofthoughts,
images,andfeelings
chooseandjustifytheuseofrhythm,melody,andelements
ofexpression(e.g.,totellastory,tocreateamood)
useappropriateterminologytodescriberhythm,melody,
andelementsofexpression(e.g.,timesignature,key
signature,dynamics)
performelementsofexpressionwithcleardistinctions
A2 assesshowmusicevokes
thoughts,images,andfeelings
comparehowmusicinfluencesemotionalresponse
inavarietyofmedia
giveexamplesofhowmusicinarangeofmediareinforces
orchallengessocietalvalues(e.g.,consumerism,belonging,
bodyimage)
assesstheeffectsofelementsofexpressioninavariety
ofselectionsfromlisteningrepertoire
evaluatechoicesoftheelementsofexpressionusedintheir
owncompositionsbasedoncriteriasuchas
useofspecificelementsthathelptoachievethedesired
mood
useofspecificelementsthathelptoenhancethemeaning
ofastory
useofelementsthatevokespecificthoughtsandimages
demonstraterespectforthethoughts,images,andfeelings
expressedbyothers
MUSICGRADE7 ARTSEDUCATION
A3 composemusicforaspecific
purpose
applybasiccompositiontechniquestotheircompositions
(e.g.,appropriatechoiceofrhythmicpatternsfortheselected
metre,contourandmelodicdirection,melodicrange,tonal
balance,questionandanswerphrases,variety/contrastand
repetitiontocreatespecificforms)
composeanewmelodyforafamiliarsong,orcomposean
instrumentalorvocableaccompaniment
composeaselectionofmusicforaspecificpurposeor
audience(e.g.,musicbasedonnurseryrhymesforyounger
students,showcasingparticularskillsandrepertoirelearned
foraparentsnight,promotingschoolspiritforanassembly,
incorporatinganenvironmentalthemeforanoutdoor
concert,addressingatopicalthemeorissue,incorporating
arangeoffoundinstruments)
ELEMENTSANDSKILLS
areableto:
B1 singorplayrhythmic
compositionsinavarietyof
simpleandcompoundmetres
singorplayrhythmiccompositionsinsimplemetres
(e.g.,
4
2
,
4
3
,
4
4
)andcompoundmetres(e.g.,
8
6
,
8
9
,
8
12
)
readandperformavarietyofrhythmicpatternsfrom
appropriateclassroomrepertoireaspartofasmallor
largeensemble
demonstrateaccuracyinreadingrhythmicpatterns
instandardnotation
maintaintheirownpartinrhythmictextures
B2 singorplayfromauralsources learnbyearordemonstration(e.g.,drumcircle,partsinging,
classroominstrumentarrangements)toperformashort
selectionofmusic
reproduceashortmelodytheyhaveheard
accuratelynameanintervaloftwonotesthatareplayed
insequenceorconsecutively(e.g.,2
nd
,3
rd
,4
th
,5
th
,octave)
B3 performexpressivephrasingof
melodies
applyanunderstandingofmelodicdirection,tonalcentre,
andcontourtoperformexpressivephrasing
applyanunderstandingoftherelationshipbetweenlyrics
andmelodytoperformexpressivephrasing
maintainapartwithincomplextexturesandharmonies
B4 maintainamelodicorharmonic
partintextures
maintaintheirownvocalorinstrumentalpartwhile
performingaselectionfromclassroomrepertoire
(e.g.,instrumentalaccompanimentforvoices,partnersongs,
rounds,canons,descant,ostinato,twopartandthreepart
songs,instrumentalarrangements)
demonstrateaccuracyinreadingandperformingkey
signatures(e.g.,upto2sharpsor3flats)
composesimpleharmoniclinesformelodiesfromknown
classroomrepertoirebyapplyingpriorknowledgeoftwo
partsingingorplaying(e.g.,writeaharmonyathirdabove
orbelowamelodyline,chooseamelodicphraseasan
ostinatotoformharmonyinasimplemelody)
B5 usestandardnotationtorepresent
melody,rhythm,andelementsof
expression
usestandardnotationtonotaterhythmicphrasesof16
measuresinsimplemetres(e.g.,
4
2
,
4
3
,
4
4
)andcompound
metres(e.g.,
8
6
,
8
12
)
useeartrainingskillstonotatemelodicphraseswithinan
octave,usingtheconventionsofstandardnotation
(e.g.,clef,stemdirection,notehead)
usestandardnotationaccurately(e.g.,barlines,key
signature,noteplacement,timesignature)
useappropriatemusicterminologytodescriberhythm
andmetre(e.g.,swing,syncopation,pulse)
useappropriatemusicterminologytodescribemelody
andharmony(e.g.,pitch,frequency,ascending,descending,
interval,chord,major,minor)
useappropriateterminology(e.g.,crescendo,decrescendo,
sforzando,mezzoforte,accelerando,staccato)tonotate
elementsofexpression
B6 describeforminrhythmicand
melodicstructure
identifymelodicandrhythmicpatternsandphrasesin
classroomrepertoire
compareavarietyofformsinselectedclassroomrepertoire
(e.g.,ABA,ABBA,ABACA/rondo,round,verseandchorus,
canon,useofintro,coda,bridge)
createachartorotherrepresentationtoillustratethe
relationshipbetweenprinciplesofdesignandselectedforms,
usingappropriateterminology(e.g.,arondoformincludes
pattern,repetition,variety,andcontrast)
B7 demonstratesafeuseofvoices
andinstruments
demonstraterespectfortheirownandotherschanging
voices
demonstratepropercareandhygieneofinstruments,reeds,
andmallets(e.g.,assembling,cleaning,andstoring;not
sharingwindinstruments)
practisehearingsafety(e.g.,dontshoutorplayinstruments
loudlyintosomeoneelsesear,setappropriatevolumefor
listeningtorecordings)
demonstrateappropriateuseoftechnologyandequipment
(e.g.,microphones,computers)
CONTEXT
areableto:
C1 participateinmusicfromarange
ofhistorical,cultural,andsocial
contexts
identifysimilaritiesanddifferencesindefiningcharacteristics
ofmusicfromclassroomrepertoirerepresentingvarious
historical,cultural,andsocialcontexts(e.g.,pentatonicscale
inChineseandCelticmusic,characteristicLatinrhythms)
researchandpresentinformationon
aselectedhistorical,cultural,orsocialcontextofmusic
(e.g.,createafestivalbrochure,organizeaconcert,create
amusicvideo,createorcontributetoawebpage)
thedevelopmentofaselectedmusicstyleorinstrument
family(e.g.,materialsused,purpose,influencefromone
regiontoanother)
makeconnectionsbetweenmusicandotherartforms
(e.g.,drama,dance,visualarts,literature)fromthesame
historicalorculturalcontext
discussethicalconsiderationsformusic(e.g.,inclusionand
diversity,copyrightandownership,culturalappropriation)
altermusictochangethesocietalvaluesrepresented(e.g.,
changethelyrics,createamusicvideowithdifferentvisuals)
demonstraterespectformusicfromvarioushistorical,
cultural,andsocialcontextsby
listeningrespectfullyandwithfocus
demonstratingwillingnesstoexperiencenewand
unfamiliarmusicwithinandoutsidetheclassroom
performingselectedelementsconsistentwiththemusics
culturaltradition(e.g.,rhythms,language,instrument
technique,considerationofenvironment)
contributingtoorperforminginamusiceventadvocating
asocialissue
usingpositiveorneutrallanguagetodescribeunfamiliar
orcontroversialmusic
C2 assesspersonalopportunitiesin
music
identifypersonalopportunitiestoparticipateinmusicas
performerorlistener(e.g.,joiningorattendinganamateur
performancegroup,creatingmusictorepresentlearning
inothersubjectareas,formingaperformanceensemble
withpeers)
investigatecareersinmusiclocallyandinthewider
community(e.g.,professionalperformer,musictherapist,
composer,musicteacher,musiccritic,engineer,conductor,
soundeditor)
assesspotentialmusicopportunitiesforpersonalrelevance
(e.g.,availability,location,income,trainingrequired,
flexibility,cost,typeofmusic,knowingsomeoneelsewho
doesthiskindofmusic)
areableto:
D1 applyskillsandattitudes
appropriatetoarangeofmusic
performanceexperiences,
demonstrating:
performanceskillsandetiquette
audienceengagementand
response
respectforthecontributionsof
others
demonstrateperformanceskillsappropriatetoavarietyof
contexts(e.g.,practicetechniqueandroutines,performing
elementsofexpressionwithcleardistinctions,performing
withconsistencywiththemusicsculturaltradition,maintain
eyecontactwithconductor,continuetoplay/singafter
mistakes,attentiontocues,respectforinstrumentsand
equipment)
assessconsiderationsforspecificperformancesituations
(e.g.,repertoirechoiceforthegroupsability,audience,
venue,andacousticconsiderations;technologyneeds,
incorporationofproductionelements)
demonstrateaudienceengagementandresponseappropriate
todiverseperformancecontexts(e.g.,listeningattentively,
respondingappropriately,askingrelevantquestions)
demonstratepersonalandsocialresponsibilityinmusic
experiences(e.g.,commitmenttopreparationandprocess,
considerationofaudienceandpurpose,takingcareofmusic
andinstruments,supportingothersintheensemble)
actinaleadershiprolewithintheperformanceensemble,
suchasby
leadingwarmupactivities
modellingsupportforothers
workingwithagroupofyoungerstudents
performances
offerconstructivecriticismdesignedtoimprovemusic
performance(e.g.,focusondescribingwhatyouseeand
hear,focusfeedbackonimprovableaspects)
applydefinedcriteriatoanalyseperformance,including
appropriatenessofrepertoireforaudienceandpurpose
performanceskills
interactionbetweenperformersandaudience
setgoalsforfutureperformance(e.g.,Ireallylikedhow
theguestensemble_____,Idliketotrythatthenexttime
Iplay.)

ARTSEDUCATION VISUALARTSGRADE7
ARTSEDUCATION:VISUALARTSGRADE7
CREATIVEPROCESSES
areableto:
A1 useavarietyofimagesourcesto
createimages,including
observation,emotions,ideasand
concepts,imagination,memories,
andsensoryexperiences
describehowobservation,emotionsandfeelings,ideasand
concepts,imagination,memoriesandsensoryexperiences
canbeusedtocreateimages
selectandapplyappropriateimagesourcestocreateimages
nameandapplyexamplesofhowtwoormoreimagesources
canbeusedtocreatethesameartwork
useavarietyofmethodstodraftanddevelopimages
(e.g.,visualjournals,storyboards,movementstudies,digital
sketches)
A2 createimagesusingarangeof
imagedevelopmentstrategies,
including
juxtaposition
metamorphosis
distortion
exaggeration
createaseriesofimagesthatdepictmetamorphosis
(e.g.,rectangleintoacar,aletterofthealphabetintoan
animal,flipbooks)
createimagesthatjuxtaposelikeorcontrastingimagesor
elementsinawaythatchangesthemeaning(e.g.,usingsoft
drinkbottlesascolumnsinclassicalarchitecture,artofthe
styleofsurrealistssuchasSalvadorDaliorRenMagritte)
createanimageusingexaggerationasanimagedevelopment
strategy(e.g.,caricatures)
createimagesthatdepictdistortion(e.g.,aobjectasitis
meltedorstretched,computermorphingapplications,
imagesinthestyleofFrancisBacon)
createimagesthatdepicttwoormoreimagedevelopment
strategies
A3 createimagesusingtheprinciple
ofunitytoproduceavarietyof
effects
createimagesusingthevisualelementstodepictasense
ofunity(e.g.,monochromaticcolourschemes,shadesofthe
samecolour,positiveandnegativespace,useofallgeometric
shapes,repetitionofshapeandpattern)
VISUALARTSGRADE7 ARTSEDUCATION
A4 createimagesusingavarietyof
materials,technologies,and
processes
selectmaterialstechnologies,andprocessestocreateimages
thatrepresentparticularhistoricalorculturalcontexts
orstyles(e.g.,ancientGreekorAztec)
thatdepictspecificmeaningormood(e.g.,softermaterials
suchaschalkorpastelstoevokeamemory)
thatliterallyorsymbolicallycommunicatespecific
meaningsorideas(e.g.,graphicdesigntocommunicate
astrongmessage)
experimentwithavarietyofmaterials,technologies,
andprocesses
A5 create2Dand3Dimages
thatconveypersonalorsocial
beliefsandvalues
forspecificpurposes
thatincorporatethestylesof
selectedartistsfromavarietyof
social,historical,andcultural
contexts
createimagesthatconveypersonalorsocietalbeliefsand
values(e.g.,antidiscrimination,peace,environmentalism,
thebenefitsofahealthylifestyle)
createimagesforspecificpurposes(e.g.,socialcommentary,
socialanalysis,entertainment)
createimagestoproduceparticularstylesofart(e.g.,pattern
andtheuseofblackandredinHaidaart,geometricshapes
inancientEgyptianart)
createimagestoproduceavarietyofspecificeffects(e.g.,to
representtherhythmofapieceofmusic,todepictmotionin
animageofanathleteoranimal)
createimagesthatincorporatethestylesofselectedartists
fromavarietyofsocial,historical,andculturalcontexts
viewedinclass(e.g.,surrealism,impressionism,realism,
manga)
SKILLSANDSTRATEGIES
areableto:
B1 analyseandapplyawidevariety
ofimagesourcesandimage
developmentstrategies
comparethevarietyofimagesthatcanresultfromthesame
imagesourceorsubject(e.g.,observationofflowersinworks
byGeorgiaOKeefe,ClaudeMonet,VincentvanGogh,Andy
Warhol;theuseofanimalsinRembrandtvanRijn,BillReid,
andRobertDavidson)
discussanddescribetheimagedevelopmentstrategiesina
givenartworkorseriesofsimilarartworks(e.g.,
metamorphosisinanMCEscherdrawing,comparingcubist
paintingsofPabloPicassoandGeorgesBraque,juxtaposition
ofdissimilarobjectsinsurrealism)
applymetamorphosis,juxtaposition,distortion,and
exaggerationtocreateparticulareffects
useappropriateterminology(e.g.,juxtaposition,
metamorphosis,distortion)todescribeimagedevelopment
B2 analyseandapplyunityas
createdbycombiningvisual
elementsinacoherentway
viewanddiscusshowspecificimagesdepictunity(e.g.,
monochromaticcolourschemes,shadesofthesamecolour,
positiveandnegativespace,useofallgeometricshapes,
repetitionofshapeandpattern)
selectandapplyvisualelements(e.g.,colour,line,shape)to
createimagesdepictingunity
useappropriateterminologytoanalyseelementsand
principles(e.g.,texture,value,balance,harmony,unity)
B3 analyseandapplyavarietyof
materials,technologies,and
processestocreateartworks
analyseandselectivelyapplythecharacteristicsandusesof
materials,technologies,andprocessesinimages(e.g.,mosaic,
sculpture,masks,ceramics,graffiti,printmaking,scanned
images,musicvideos)
describethechoiceofmaterials,technologies,andprocesses
usedincreatinganimage(e.g.,IusedpastelsbecauseIlike
beingabletosmudgeandblendthecolours,Ichose
markerstocreateaboldmessage.)
useappropriateterminologytodescribematerials,
technologies,andprocesses
B4 demonstratesafeand
environmentallyresponsibleuse
ofmaterials,technologies,and
processes
followsafetyandenvironmentalconsiderationsintheuseof
specificmaterials,technologies,andprocesses(e.g.,safety
cautionsforusingpaints,hazardlabels,processesrequiring
supervision,protectiveclothing,emergencyprocedures)
followspecificexamplesofenvironmentalconsiderationsin
theuseofmaterials,technologies,andprocesses(e.g.,useof
reusedandrecycledmaterials,useofsustainablematerials)
VISUALARTSGRADE7 ARTSEDUCATION
CONTEXT
areableto:
C1 analysevisualartsstylesfroma
varietyofsocial,historical,and
culturalcontexts
identifyanddiscussmeaningandpurposeofimageswithin
avarietyofcontexts(e.g.,advertising,editorialcartoon,
totempoles,publicart,artforspecificaudiences)
assessandvisuallyrespondtoaparticularartworkorartist
intermsof
materialsused(e.g.,inAntonioGaudisbuildings)
specificelementsandprinciplesused(e.g.,forminthe
architectureofArthurEricksonorinclassicalGreek
statues)
specificimagedevelopmentstrategiesused(e.g.,useof
classicalmotifsinmodernimagesbyJeffWall)
subjectmatter(e.g.,warimagesbyPabloPicasso,
FranciscoGoya,orMollyLambBobak)
purposeoftheartwork(e.g.,tosellaproductsuchasin
CDandbookcovers,communitymuralsusedfortourism,
bodyarttostateindividualorculturalidentity)
C2 assesstherelationshipbetween
selectedartistsandtheirsocial,
historical,andculturalcontexts
describeexamplesofhowartistsinfluencesociety(e.g.,artas
politicalorsocialcommentarysuchastheworkofdouard
Manet,GeorgeLittlechild,FaithRinggold,andJoeAverage)
assesshowpersonal,social,historical,andculturalcontexts
caninfluenceartistsandtheirimages(e.g.,theeffectsofthe
developmentoftechnologysuchasthecamera,computer,
andprintingpress;personalexperiencesofFridaKahloor
KeithHaringreflectedintheirwork)
researchandpresentareport(e.g.,visualoral,multimedia)
onthesocial,historical,andculturalcontextsofaselected
artist
C3 describeethicalconsiderations
associatedwithreproductionand
appropriationofimages
defineandgiveexamplesofrestricteduseimages
defineandgiveexamplesoffreetocopyimages
defineandgiveexamplesofappropriationinrelationto
images
demonstrateethicaluseofreproducedimagesintheirown
artworks
identifysituationswheretheymayneedtoconsiderthe
ethicsofcopyingimages(e.g.,whenusingimagesfromthe
Internetintheirownprintedorelectronicartworks,
photocopyingothersimages)
C4 assesspersonalopportunitiesin
visualarts
researchpersonalandcareeropportunitiesinvisualarts
(e.g.,architect,artteacher,graphicdesigner,photographer,
filmmaker,collector,docent)
givereasonsforwhytheymightparticipateinparticular
visualartsopportunitiesinthefutureasrecreationorasa
career(e.g.,relatetopersonalinterests,trainingrequired)
EXHIBITIONANDRESPONSE
areableto:
D1 createastructuredcritical
responsetoartworksand
exhibitions
describe,interpret,andevaluateselectedartworksusing
definedcriteria,withreferencetocharacteristicssuchas
ideasandemotionsevoked
literalorsymbolicmeaningcommunicated
subjectmatter
purposeofartwork
materialsandprocessesused
specificelementsandprinciplesused
specificimagedevelopmentstrategiesused
evaluatetheeffectivenessofavarietyofdisplaysand
exhibitions(e.g.,inrelationtothethemeorpurpose,
appropriatenessforaudienceandvenue)
useappropriateterminology(e.g.,juxtaposition,
metamorphosis,distortion,form,function,unity)intheir
criticalresponsestoimagesandexhibitions
D2 developgroupandindividual
exhibitionsforparticular
audiencesandpurposes
discussconsiderationsforexhibitions,includingvenue,
audience,andpurpose
collaborateasagrouptodeterminecriteriaforselection
andarrangementofownandothersworksforexhibitions
demonstraterespectfortheworkofselfandothers
selectappropriateimagesfromtheircollectionsfor
exhibitionsandevaluation,anddefendtheirchoice
createanartistsstatementtodescribestheirimage(s),
includingtheiruseofimagesources,imagedevelopment
strategies,elements,principles,materials,andprocesses
(e.g.,Iusedamemoryof____tocreatethissculpture
because_____.Iusedredtoemphasize____inthis
collage.)
HEALTHANDCAREEREDUCATIONGRADE7
GOALSANDDECISIONS
areableto:
A1 designaplantoachievea
specificgoal
setashorttermorlongtermgoal(e.g.,revisitandrevisea
previousgoal,setanewgoal),anddescribeitinspecific,
realistic,measurable,andtimelyterms
describethestepsneededtoachievethegoal,suchas
identifyingshorttermstepstoaccomplishthegoal
establishingatimelineforreachingthegoal
identifyingcostsandresourcesavailable
identifyingpotentialbarriersandwaystoovercomethose
barriers
identifyingsourcesofsupport
anticipatefactorsthatcaninfluencetheachievementofthe
goal(e.g.,values,family,cost,time,resources,peers,media,
rolemodels,interests,abilities)
createatimelineforachievingthegoal
identifycriteriaforknowingwhengoalachievementis
successful
A2 demonstrateanabilitytoapplya
decisionmakingmodeltoa
specificsituation
basedontheirownorothersexperiences,identifyavariety
ofcontextsfordecisionmaking(e.g.,decidingactivitiesto
participatein;purchasingdecisions;respondingtopeer
pressure;witnessinganincidentofbullying;risktaking
behaviour;beingofferedtobacco,alcohol,orotherdrugs)
identifythestepsofadecisionmakingmodel(e.g.,identify
thedecisionorissue,visualizetheidealoutcome,identify
alternativesolutions,assesstheprosandconsofeach
alternative,selectandarticulateaninformeddecision,apply
thedecision,assesstheresults,modifythedecisionas
required)
selectarealorsimulatedsituationandapplyadecision
makingmodeltoselectanappropriateoption
describeinfluences(e.g.,messagesinTVprograms,movies,
magazine,musicvideos,videogames,advertisements,
Internet;explicitandimplicitexpectationsoffriendsand
family)thataffectedaspecificdecisiontheyorsomeoneelse
hasmade
CAREERDEVELOPMENT
to:
B1 classifyjobsaccordingtocareer
clusters(e.g.,bytypeofindustry,
typeofwork,personalinterests)
describewaysofclassifyingjobsandwork,suchas
accordingtotypeofindustry(e.g.,agriculture,arts,
computers,construction,education,medical,service)
accordingtotypeofwork(e.g.,handson,paperwork,
usingtechnology,research,outdoors)
relatedtopersonalinterests(e.g.,music,writing,sports,
technology,science,helpingothers)
createacharttoclassifyaspecificlistofjobsintocareer
clusters
B2 identifyskillsthatare
transferabletoarangeofschool
andrecreationalsituations(e.g.,
timemanagement,teamwork,
problemsolving,
communication,adaptability)
createadetailedlistofskillsthataretransferabletoarangeof
situations,suchas
timemanagementskills(e.g.,punctuality,settingpriorities)
cooperativeandteamworkskills(e.g.,sharingtasks,
followingdirections,facilitating)
problemsolvingskills
literacyskills
numeracyskills
creativity
activelisteningskills
researchandnotetakingskills
informationandcommunicationstechnologyskills
adaptability
continuouslearning
identifycurrentsituationsandactivitieswheretheycan
applytheseskills(e.g.,schoolwork,cocurricularactivities,
recreationalactivities,homeresponsibilities,volunteer
activities,babysitting)
HEALTH
to:
HealthyLiving
C1 analysefactors(includingmedia
andpeer)thatinfluencepersonal
healthdecisions
basedonclassactivitiesandadditionalinformation,
analysetheroleofthemediainportrayinghealthissues
(e.g.,advertisementspromotingparticipationinhealth
eventssuchassponsoredruns/walks,accurateinformation
abouthealthtopics,unrealisticbodyimages,faddiets,
sexualizedmediamessages)
describearangeoffactorsthataffectpersonalhealthy
eatingchoices(e.g.,convenience,taste,availability,price,
culture,personaldietaryneedsandchoices,advertising,
trendssuchasfaddiets,schoolandcommunitysupportfor
healthychoices)
describearangeoffactorsthataffectpersonalphysical
activitychoices(e.g.,accesstofacilitiesandequipment,
cost,schoolandcommunitysupportforhealthychoices,
enjoyment)
demonstrateclearandinformedreasoninginanalysing
positiveandnegativepeerinfluencesondecisionmaking
relatedtopersonalhealth(e.g.,encouragementfor
participatinginrecreationalactivities;pressuretosmoke,
drinkalcohol,orconsumeotherdrugs;pressuretolooka
certainway)
applylearningfromclassactivitiesandadditional
informationtoassesspersonalattitudesrelatedtohealth
(e.g.,personalimportanceplacedonhealth,willingnessto
changebehaviourstoimprovehealth)
C2 describestrategiesforattaining
andmaintainingphysical,
emotional,andsocialhealth
duringpubertyandadolescence
listanddescribearangeofstrategiesforattainingand
maintainingphysicalhealthduringpubertyand
adolescence(e.g.,regularphysicalactivity,healthyeating,
stayingsubstancefree,gettingenoughsleep,recognizing
andavoidingriskysituations,hygiene)
maintainingemotionalhealthduringpubertyand
adolescence(e.g.,gettingenoughsleep,takingpersonal
time,communicatingwithfamilyandfriends,recognizing
thatadolescenceisatimeofrapidchange,stress
management,problemsolvingstrategies,positiveselftalk,
developingasupportnetwork)
maintainingsocialhealthduringpubertyandadolescence
(e.g.,cultivatinghealthyrelationships,responding
appropriatelytopeerpressure,respectingdiversity,
avoidinggossip,recognizingandresistingsexualpressure,
communicatingboundaries)
identifyvarioussourcesofinformationaboutadolescent
development(e.g.,crediblewebsites,library,community
healthservices)
C3 demonstrateanabilitytoaccess
communityinformationand
supportservicesforavarietyof
healthissues
withpeerandteachersupport,listrelevanthealthissues
forstudentsatthisage(e.g.,healthyeating,physical
activity,smoking,stress,intimidation,alcohol,drugs,
relationshipissues)
listavarietyofhealthservicesandagenciesavailableinthe
localcommunity(e.g.,publichealthdepartment,
communityhealtheducators,medicalpractitioners,
counsellingservices,hotlines),anddescribetheservices,
support,orinformationprovidedbyeach
usingasetofpreparedquestions,contactoneormore
healthserviceagenciestogatherspecificinformation
thelifethreateningnatureof
HIV/AIDS(e.g.,HIV/AIDS
damagestheimmunesystem,
thereiscurrentlynoknowncure
forHIV/AIDS)
accuratelydefineanddifferentiatebetweenHIVandAIDS
accuratelydescribethecharacteristicsofHIV/AIDSthat
makeitaseriousandlifethreateningdisease,suchas
HIV/AIDSdamagestheimmunesystem,leavingthe
bodyunabletorespondtootherinfectionsanddiseases
whiletherearetreatmentsthatlengthenthelivesof
peoplewithHIV/AIDS,thereiscurrentlynoknowncure
forHIV/AIDS
peoplecanbeinfectedwithHIVandnotknowitfora
severalyears
accuratelyidentifythewaysthatHIV/AIDSmaybe
transmitted(e.g.,throughinfectedblood,contaminated
needles,unprotectedsexualactivity,fromaninfected
mothertoherchildbeforeandduringbirthorduring
breastfeeding)
accuratelylistkeylifestylepracticesthatcanhelpprevent
thespreadofHIV/AIDS(e.g.,avoidingthebodyfluidsof
others,avoidingcontactwithcontaminatedneedles,
avoidingunprotectedsexualactivity)
identifyaccuratesourcesofinformationrelatedto
HIV/AIDStransmissionandpreventionpractices(e.g.,
schoolnurse,communityhealthprofessionals,credibleweb
sites)
HealthyRelationships
C5 identifycharacteristicsofhealthy
relationshipsandunhealthy
relationships(e.g.,healthy
relationshipsrespect,open
communication;unhealthy
relationshipsjealousy,power
imbalance,lackofempathy)
createanextensivelistofcharacteristicsofhealthy
relationships(e.g.,honesty,respect,opencommunication,
sharedinterests)
createanextensivelistofcharacteristicsofunhealthy
relationships(e.g.,jealousy,dishonesty,powerimbalance,
manipulation,exploitation,disrespectofpersonal
boundaries,lackofempathy)
C6 describeavarietyofinfluenceson
relationships(e.g.,peers,family,
media,physicalandemotional
changesasaresultofpuberty)
describethewaysinwhichpeerscaninfluence
relationships(e.g.,groupdynamics,socialpressure,sense
ofbelonging)
describethewaysinwhichfamiliescaninfluence
relationships(e.g.,values,rules,expectations,modelling
caringbehaviours)
describewaysinwhichmediacaninfluencerelationships
(e.g.,stereotypes,sexualmessages,glamorizedrisky
behaviours)
describewaysinwhichphysicalandemotionalchangesas
aresultofpubertycaninfluencerelationships(e.g.,
emergingromanticattractionsandfeelings,changing
dynamicsoffriendshipsduetodifferingdevelopmental
ratesandevolvinginterests)
C7 demonstratebehavioursthat
contributetothepreventionof
stereotyping,discrimination,and
bullying
inclassroomandschoolbasedsituations,demonstrate
behavioursthatcontributetothepreventionof
stereotyping,discrimination,andbullying(e.g.,leadership
skills,conflictresolution,problemsolving,effective
communicationskills,respectfullanguage,respectfor
diversity)
SafetyandInjuryPrevention
C8 identifysafetystrategiesthatcan
beusedtoavoidpotentially
abusiveorexploitativesituations
(e.g.,personalsafetyrulesand
strategiesforusingtheInternet,
knowingandrecognizingtricks
andluresusedbyabusers,tellinga
trustedadult)
identifypersonalsafetyrulesandstrategiesforusingthe
Internet(e.g.,refrainfromsharingpersonalcontactor
familyinformationsuchasincontestsorsurveys,refrain
frommeetingInternetcontactsinperson,knowand
recognizetricksandluresusedbyInternetpredators,tella
trustedadultwhenconfrontedwithriskyoruncomfortable
situations)
identifypersonalsafetyrulesandstrategiesrelatedto
communitysituations(e.g.,knowandrecognizetricksand
luresusedbypredatorsorsextraderecruiters,tellatrusted
adultwhenconfrontedwithriskyoruncomfortable
situations,knowwhenitissafertobeaccompaniedby
friendsorfamily)
C9 proposestrategiestoavoid
potentiallyunsafesituationsonthe
roadandinthecommunity(e.g.,
recognizehazardsandpotential
forinjury,useassertive
communicationskills,use
protectiveequipment,getrelevant
trainingandeducation)
giveexamplesofthepotentialriskforinjuryinavarietyof
situations,suchas
specificenvironments(e.g.,ontheroad,onthewater,
parkinglots,parties,isolatedareas,industrialsites,
kitchens,homealone)
specificactivities(e.g.,recreationalactivities,babysitting,
deliveringnewspapers,householdactivitiessuchas
cookingorcuttingthelawn,liftingheavyobjects,
listeningtoloudmusic)
listrelevantstrategiesforavoidinginjuryinarangeof
situations(e.g.,recognizehazardsandpotentialforinjury,
useassertivecommunicationskills,useprotectivegear,
practiseappropriatewarmupandcooldown,knowown
abilities,getrelevanttrainingandeducation,reportan
unsafesituation,stayalert)
proposerelevantstrategiestoavoidunsafesituationson
theroad,including
responsiblepassengerbehaviour(e.g.,notdistracting
driver,nottakingaridewithanimpaireddriver)
responsiblepedestrianbehaviour
responsiblecyclingandskatingbehaviour(e.g.,obeying
trafficregulations,wearinghelmetscorrectly,using
designatedroutesandareaswhereavailable)
SubstanceMisusePrevention
C10 analysemediaandsocial
influencesrelatedtosubstance
misuse
applyestablishedcriteriatocritiquemediamessages
relatedtotheuseofsubstancessuchasalcoholandtobacco
assesssituationswheresocialinfluencesmayaffect
decisionmakingregardingsubstancemisuse(e.g.,
acceptanceandbelonginginparticularsocialgroups,
unsupervisedparties)
describetheroleofpersonalresponsibilityindecision
makingrelatedtosubstancemisuse
C11 describehealthyalternativesto
substancemisuse(e.g.,stress
management,substancefreesocial
activities)
describeavarietyofchoicesandpracticesashealthy
alternativestosubstancemisuse(e.g.,stressmanagement,
substancefreesocialactivities)
createalistofpersonallyrelevantalternativestosubstance
misuse
withteacherandpeersupport,createacommunity
directoryofalternativestosubstancemisuse
MATHEMATICSGRADE7
[C] Communication
[CN] Connections
[ME] Mental
Mathematicsand
Estimation
[PS] ProblemSolving
[R] Reasoning
[T] Technology
[V] Visualization
MATHEMATICSGRADE7
NUMBER
PRESCRIBEDLEARNINGOUTCOMES SUGGESTEDACHIEVEMENTINDICATORS
StudentswhohavefullymetthePrescribedLearningOutcomeare
ableto:
A1 determineandexplainwhya
numberisdivisibleby2,3,4,5,6,8,
9,or10andwhyanumbercannot
bedividedby0
[C,R]
determineifagivennumberisdivisibleby2,3,4,5,6,8,9,
or10andexplainwhy
sortagivensetofnumbersbasedupontheirdivisibility
usingorganizers,suchasVennandCarrolldiagrams
determinethefactorsofagivennumberusingthe
divisibilityrules
explain,usinganexample,whynumberscannotbe
dividedby0
A2 demonstrateanunderstandingof
theaddition,subtraction,
multiplication,anddivisionof
decimals(formorethan1digit
divisorsor2digitmultipliers,the
useoftechnologyisexpected)to
solveproblems
[ME,PS,T]
solveagivenprobleminvolvingtheadditionoftwoor
moredecimalnumbers
solveagivenprobleminvolvingthesubtractionofdecimal
numbers
solveagivenprobleminvolvingthemultiplicationof
decimalnumbers
solveagivenprobleminvolvingthemultiplicationor
divisionofdecimalnumberswith2digitmultipliersor1
digitdivisors(wholenumbersordecimals)withouttheuse
oftechnology
solveagivenprobleminvolvingthemultiplicationor
divisionofdecimalnumberswithmorethana2digit
multiplieror1digitdivisor(wholenumberordecimal),
withtheuseoftechnology
placethedecimalinasumordifferenceusingfrontend
estimation,
(e.g.,for4.5+0.73+256.458,think4+256,sothesumis
greaterthan260)
placethedecimalinaproductusingfrontendestimation
(e.g.,for$12.332.4,think$122,sotheproductisgreater
than$24)
MATHEMATICSGRADE7
[C] Communication
[CN] Connections
[ME] Mental
Mathematicsand
Estimation
[PS] ProblemSolving
[R] Reasoning
[T] Technology
[V] Visualization

placethedecimalinaquotientusingfrontendestimation
(e.g.,for51.50m2.1,think
50m2,sothequotientisapproximately25m)
checkthereasonablenessofsolutionsusingestimation
solveagivenproblemthatinvolvesoperationsondecimals
(limitedtothousandths)takingintoconsiderationthe
orderofoperations
A3 solveproblemsinvolvingpercents
from1%to100%
[C,CN,PS,R,T]
expressagivenpercentasadecimalorfraction
solveagivenproblemthatinvolvesfindingapercent
determinetheanswertoagivenpercentproblemwhere
theanswerrequiresroundingandexplainwhyan
approximateanswerisneeded(e.g.,totalcostincluding
taxes)
therelationshipbetweenpositive
repeatingdecimalsandpositive
fractions,andpositiveterminating
decimalsandpositivefractions
[C,CN,R,T]
predictthedecimalrepresentationofagivenfractionusing
patterns(e.g.,
1
0.09
11
= ,
2
0. 18
11
= ,
3
11
=?)
matchagivensetoffractionstotheirdecimal
representations
sortagivensetoffractionsasrepeatingorterminating
decimals
expressagivenfractionasaterminatingorrepeating
decimal
expressagivenrepeatingdecimalasafraction
expressagiventerminatingdecimalasafraction
provideanexamplewherethedecimalrepresentationofa
fractionisanapproximationofitsexactvalue
addingandsubtractingpositive
fractionsandmixednumbers,with
likeandunlikedenominators,
concretely,pictorially,and
symbolically(limitedtopositive
sumsanddifferences)
[C,CN,ME,PS,R,V]
modeladditionandsubtractionofagivenpositivefraction
oragivenmixednumberusingconcreterepresentations,
andrecordsymbolically
determinethesumoftwogivenpositivefractionsormixed
numberswithlikedenominators
determinethedifferenceoftwogivenpositivefractionsor
mixednumberswithlikedenominators
determineacommondenominatorforagivensetof
positivefractionsormixednumbers
determinethesumoftwogivenpositivefractionsormixed
numberswithunlikedenominators
determinethedifferenceoftwogivenpositivefractionsor
mixednumberswithunlikedenominators
MATHEMATICSGRADE7
[C] Communication
[CN] Connections
[ME] Mental
Mathematicsand
Estimation
[PS] ProblemSolving
[R] Reasoning
[T] Technology
[V] Visualization

simplifyagivenpositivefractionormixednumberby
identifyingthecommonfactorbetweenthenumeratorand
denominator
simplifythesolutiontoagivenprobleminvolvingthesum
ordifferenceoftwopositivefractionsormixednumbers
solveagivenprobleminvolvingtheadditionor
subtractionofpositivefractionsormixednumbersand
determineifthesolutionisreasonable
additionandsubtractionof
integers,concretely,pictorially,
andsymbolically
[C,CN,PS,R,V]
explain,usingconcretematerialssuchasintegertilesand
diagrams,thatthesumofoppositeintegersiszero
illustrate,usinganumberline,theresultsofaddingor
subtractingnegativeandpositiveintegers(e.g.,amovein
onedirectionfollowedbyanequivalentmoveinthe
oppositedirectionresultsinnonetchangeinposition)
addtwogivenintegersusingconcretematerialsorpictorial
representationsandrecordtheprocesssymbolically
subtracttwogivenintegersusingconcretematerialsor
pictorialrepresentationsandrecordtheprocess
symbolically
solveagivenprobleminvolvingtheadditionand
subtractionofintegers
A7 compareandorderpositive
fractions,positivedecimals(to
thousandths)andwholenumbers
byusing
benchmarks
placevalue
equivalentfractionsand/or
decimals
[CN,R,V]
orderthenumbersofagivensetthatincludespositive
fractions,positivedecimalsand/orwholenumbersin
ascendingordescendingorder,andverifytheresultusing
avarietyofstrategies
identifyanumberthatwouldbebetweentwogiven
numbersinanorderedsequenceoronanumberline
identifyincorrectlyplacednumbersinanordered
sequenceoronanumberline
positionfractionswithlikeandunlikedenominatorsfrom
agivensetonanumberlineandexplainstrategiesusedto
determineorder
orderthenumbersofagivensetbyplacingthemona
numberlinethatcontainsbenchmarks,suchas0and1or0
and5
positionagivensetofpositivefractions,includingmixed
numbersandimproperfractions,onanumberlineand
explainstrategiesusedtodetermineposition
MATHEMATICSGRADE7
[C] Communication
[CN] Connections
[ME] Mental
Mathematicsand
Estimation
[PS] ProblemSolving
[R] Reasoning
[T] Technology
[V] Visualization
PATTERNSANDRELATIONS(Patterns)
ableto:
B1 demonstrateanunderstandingof
oralandwrittenpatternsandtheir
equivalentlinearrelations
[C,CN,R]
formulatealinearrelationtorepresenttherelationshipina
givenoralorwrittenpattern
provideacontextforagivenlinearrelationthatrepresents
apattern
representapatternintheenvironmentusingalinear
relation
B2 createatableofvaluesfroma
linearrelation,graphthetableof
values,andanalyzethegraphto
drawconclusionsandsolve
problems
[C,CN,R,V]
createatableofvaluesforagivenlinearrelationby
substitutingvaluesforthevariable
createatableofvaluesusingalinearrelationandgraph
thetableofvalues(limitedtodiscreteelements)
sketchthegraphfromatableofvaluescreatedforagiven
linearrelationanddescribethepatternsfoundinthegraph
todrawconclusions(e.g.,graphtherelationshipbetweenn
and2n+3
describetherelationshipshownonagraphusingeveryday
languageinspokenorwrittenformtosolveproblems
matchagivensetoflinearrelationstoagivensetofgraphs
matchagivensetofgraphstoagivensetoflinearrelations
MATHEMATICSGRADE7
[C] Communication
[CN] Connections
[ME] Mental
Mathematicsand
Estimation
[PS] ProblemSolving
[R] Reasoning
[T] Technology
[V] Visualization

PATTERNSANDRELATIONS(VariablesandEquations)
to:
B3 demonstrateanunderstandingof
preservationofequalityby
modellingpreservationof
equalityconcretely,
pictorially,andsymbolically
applyingpreservationof
equalitytosolveequations
[C,CN,PS,R,V]
modelthepreservationofequalityforeachofthefour
operationsusingconcretematerialsorusingpictorial
representations,explaintheprocessorallyandrecordit
symbolically
solveagivenproblembyapplyingpreservationofequality
B4 explainthedifferencebetween
anexpressionandanequation
[C,CN]
identifyandprovideanexampleofaconstantterm,a
numericalcoefficientandavariableinanexpressionandan
equation
explainwhatavariableisandhowitisusedinagiven
expression
provideanexampleofanexpressionandanequation,and
explainhowtheyaresimilaranddifferent
B5 evaluateanexpressiongiventhe
valueofthevariable(s)
[CN,R]
substituteavalueforanunknowninagivenexpressionand
evaluatetheexpression
B6 modelandsolveproblemsthat
canberepresentedbyonestep
linearequationsoftheformx+a
=b,concretely,pictorially,and
symbolically,whereaandbare
integers
[CN,PS,R,V]
representagivenproblemwithalinearequationandsolve
theequationusingconcretemodels(e.g.,counters,integer
tiles)
drawavisualrepresentationofthestepsrequiredtosolvea
givenlinearequation
solveagivenproblemusingalinearequation
verifythesolutiontoagivenlinearequationusingconcrete
materialsanddiagrams
substituteapossiblesolutionforthevariableinagivenlinear
equationintotheoriginallinearequationtoverifythe
equality
MATHEMATICSGRADE7
[C] Communication
[CN] Connections
[ME] Mental
Mathematicsand
Estimation
[PS] ProblemSolving
[R] Reasoning
[T] Technology
[V] Visualization

B7 modelandsolveproblemsthat
canberepresentedbylinear
equationsoftheform
ax+b=c
ax=b
,
x
b a
a
= = 0
concretely,pictorially,and
symbolically,wherea,b,andc
arewholenumbers
[CN,PS,R,V]
modelagivenproblemwithalinearequationandsolvethe
equationusingconcretemodels(e.g.,counters,integertiles
drawavisualrepresentationofthestepsusedtosolvea
givenlinearequation
solveagivenproblemusingalinearequationandrecordthe
process
verifythesolutiontoagivenlinearequationusingconcrete
materialsanddiagrams
substituteapossiblesolutionforthevariableinagivenlinear
equationintotheoriginallinearequationtoverifythe
equality
MATHEMATICSGRADE7
[C] Communication
[CN] Connections
[ME] Mental
Mathematicsand
Estimation
[PS] ProblemSolving
[R] Reasoning
[T] Technology
[V] Visualization

SHAPEANDSPACE(Measurement)
ableto:
circlesby
describingtherelationships
amongradius,diameter,and
circumferenceofcircles
relatingcircumferencetopi
determiningthesumofthe
centralangles
constructingcircleswithagiven
radiusordiameter
solvingproblemsinvolvingthe
radii,diameters,and
circumferencesofcircles
[C,CN,R,V]
illustrateandexplainthatthediameteristwicetheradius
inagivencircle
illustrateandexplainthatthecircumferenceis
approximatelythreetimesthediameterinagivencircle
explainthat,forallcircles,piistheratioofthe
circumferencetothediameter
( )
C
d
,anditsvalueis
approximately3.14
explain,usinganillustration,thatthesumofthecentral
anglesofacircleis360
o
drawacirclewithagivenradiusordiameterwithand
withoutacompass
solveagivencontextualprobleminvolvingcircles
C2 developandapplyaformulafor
determiningtheareaof
triangles
parallelograms
circles
[CN,PS,R,V]
illustrateandexplainhowtheareaofarectanglecanbe
usedtodeterminetheareaofatriangle
generalizearuletocreateaformulafordeterminingthe
areaoftriangles
illustrateandexplainhowtheareaofarectanglecanbe
usedtodeterminetheareaofaparallelogram
generalizearuletocreateaformulafordeterminingthe
areaofparallelograms
illustrateandexplainhowtoestimatetheareaofacircle
withouttheuseofaformula
applyaformulafordeterminingtheareaofagivencircle
solveagivenprobleminvolvingtheareaoftriangles,
parallelograms,and/orcircles
MATHEMATICSGRADE7
[C] Communication
[CN] Connections
[ME] Mental
Mathematicsand
Estimation
[PS] ProblemSolving
[R] Reasoning
[T] Technology
[V] Visualization

SHAPEANDSPACE(3DObjectsand2DShapes)
to:
C3 performgeometricconstructions,
including
perpendicularlinesegments
parallellinesegments
perpendicularbisectors
anglebisectors
[CN,R,V]
describeexamplesofparallellinesegments,perpendicular
linesegments,perpendicularbisectorsandanglebisectorsin
theenvironment
identifylinesegmentsonagivendiagramthatareparallelor
perpendicular
drawalinesegmentperpendiculartoanotherlinesegment
andexplainwhytheyareperpendicular
drawalinesegmentparalleltoanotherlinesegmentand
explainwhytheyareparallel
drawthebisectorofagivenangleusingmorethanone
methodandverifythattheresultinganglesareequal
drawtheperpendicularbisectorofalinesegmentusingmore
thanonemethodandverifytheconstruction
MATHEMATICSGRADE7
[C] Communication
[CN] Connections
[ME] Mental
Mathematicsand
Estimation
[PS] ProblemSolving
[R] Reasoning
[T] Technology
[V] Visualization

SHAPEANDSPACE(Transformations)
ableto:
C4 identifyandplotpointsinthefour
quadrantsofaCartesianplane
usingintegralorderedpairs
[C,CN,V]
labeltheaxesofafourquadrantCartesianplaneand
identifytheorigin
identifythelocationofagivenpointinanyquadrantofa
Cartesianplaneusinganintegralorderedpair
plotthepointcorrespondingtoagivenintegralordered
paironaCartesianplanewithunitsof1,2,5or10onits
axes
drawshapesanddesigns,usinggivenintegralordered
pairs,inaCartesianplane
createshapesanddesigns,andidentifythepointsusedto
producetheshapesanddesignsinanyquadrantofa
Cartesianplane
C5 performanddescribe
transformations(translations,
rotationsorreflections)ofa2D
shapeinallfourquadrantsofa
Cartesianplane(limitedtointegral
numbervertices)
[CN,PS,T,V]
(Itisintendedthattheoriginalshapeanditsimagehave
verticeswithintegralcoordinates.)
identifythecoordinatesoftheverticesofagiven2Dshape
onaCartesianplane
describethehorizontalandverticalmovementrequiredto
movefromagivenpointtoanotherpointonaCartesian
plane
describethepositionalchangeoftheverticesofagiven2D
shapetothecorrespondingverticesofitsimageasaresult
ofatransformationorsuccessivetransformationsona
Cartesianplane
determinethedistancebetweenpointsalonghorizontal
andverticallinesinaCartesianplane
performatransformationorconsecutivetransformations
onagiven2Dshapeandidentifycoordinatesofthe
verticesoftheimage
describethepositionalchangeoftheverticesofa2D
shapetothecorrespondingverticesofitsimageasaresult
ofatransformationoracombinationofsuccessive
transformations
describetheimageresultingfromthetransformationofa
given2DshapeonaCartesianplanebyidentifyingthe
coordinatesoftheverticesoftheimage
MATHEMATICSGRADE7
[C] Communication
[CN] Connections
[ME] Mental
Mathematicsand
Estimation
[PS] ProblemSolving
[R] Reasoning
[T] Technology
[V] Visualization
STATISTICSANDPROBABILITY(DataAnalysis)
ableto:
D1 demonstrateanunderstandingof
centraltendencyandrangeby
determiningthemeasuresof
centraltendency(mean,
median,mode)andrange
determiningthemost
appropriatemeasuresofcentral
tendencytoreportfindings
[C,PS,R,T]
determinemean,medianandmodeforagivensetofdata,
andexplainwhythesevaluesmaybethesameordifferent
determinetherangeofgivensetsofdata
provideacontextinwhichthemean,medianormodeis
themostappropriatemeasureofcentraltendencytouse
whenreportingfindings
solveagivenprobleminvolvingthemeasuresofcentral
tendency
D2 determinetheeffectonthemean,
median,andmodewhenanoutlier
isincludedinadataset
[C,CN,PS,R]
analyzeagivensetofdatatoidentifyanyoutliers
explaintheeffectofoutliersonthemeasuresofcentral
tendencyforagivendataset
identifyoutliersinagivensetofdataandjustifywhether
ornottheyaretobeincludedinthereportingofthe
measuresofcentraltendency
provideexamplesofsituationsinwhichoutlierswould
andwouldnotbeusedinreportingthemeasuresofcentral
tendency
D3 construct,label,andinterpretcircle
graphstosolveproblems
[C,CN,PS,R,T,V]
identifycommonattributesofcirclegraphs,suchas
title,labelorlegend
thesumofthecentralanglesis360
o
thedataisreportedasapercentofthetotalandthesum
ofthepercentsisequalto100%
createandlabelacirclegraph,withandwithout
technology,todisplayagivensetofdata
findandcomparecirclegraphsinavarietyofprintand
electronicmedia,suchasnewspapers,magazinesandthe
Internet
translatepercentagesdisplayedinacirclegraphinto
quantitiestosolveagivenproblem
interpretagivencirclegraphtoanswerquestions
MATHEMATICSGRADE7
[C] Communication
[CN] Connections
[ME] Mental
Mathematicsand
Estimation
[PS] ProblemSolving
[R] Reasoning
[T] Technology
[V] Visualization

STATISTICSANDPROBABILITY(ChanceandUncertainty)
ableto:
D4 expressprobabilitiesasratios,
fractions,andpercents
[C,CN,R,V,T]
determinetheprobabilityofagivenoutcomeoccurringfor
agivenprobabilityexperiment,andexpressitasaratio,
fractionandpercent
provideanexampleofaneventwithaprobabilityof0or
0%(impossible)andaneventwithaprobabilityof1or
100%(certain)
D5 identifythesamplespace(where
thecombinedsamplespacehas36
orfewerelements)foraprobability
experimentinvolvingtwo
independentevents
[C,ME,PS]
provideanexampleoftwoindependentevents,suchas
spinningafoursectionspinnerandaneightsideddie
tossingacoinandrollingatwelvesideddie
tossingtwocoins
rollingtwodice
andexplainwhytheyareindependent
identifythesamplespace(allpossibleoutcomes)foreach
oftwoindependenteventsusingatreediagram,table,or
anothergraphicorganizer
D6 conductaprobabilityexperimentto
comparethetheoreticalprobability
(determinedusingatreediagram,
tableoranothergraphicorganizer)
andexperimentalprobabilityoftwo
independentevents
[C,PS,R,T]
determinethetheoreticalprobabilityofagivenoutcome
involvingtwoindependentevents
conductaprobabilityexperimentforanoutcomeinvolving
twoindependentevents,withandwithouttechnology,to
comparetheexperimentalprobabilitytothetheoretical
probability
solveagivenprobabilityprobleminvolvingtwo
independentevents
PHYSICALEDUCATIONGRADE7
ACTIVELIVING
to:
Knowledge
A1 relatetheeffectsofregular
participationinavarietyoftypes
ofphysicalactivitiestoqualityof
life(e.g.,stressreduction,
preventstheonsetofcertain
diseases,increasedoverall
physicalandemotionalhealth)
describethepositiveeffectsonemotionalwellbeingof
regularparticipationinavarietyoftypesofphysicalactivity
(e.g.,stressreduction,socialinteraction,enjoyment)
describethepositiveeffectsonphysicalwellbeingofregular
participationinavarietyoftypesofphysicalactivity(e.g.,
increasedenergylevel,improvedabilitytofocusand
concentrate,healthyheart)
listdiseasesthatphysicalactivitycanhelptoprevent(e.g.,
heartdisease,diabetes,osteoporosis)
assesstherelationshipbetweenphysicalwellbeing,
emotionalwellbeing,andqualityoflife
A2 analysetherelationshipbetween
personalnutritionchoicesand
participationinphysicalactivity
conductaselfassessmentoftheextenttowhichtheypractise
nutritionalchoicesthatcontributetooverallhealth,
respondingtoquestionssuchas
DoIdrinkenoughwatertosupportmyphysicalactivity?
AmIeatingtherightfoodstoprovideadequateenergy
forphysicalactivity?
AmIeatingattherighttimesofdayinrelationtophysical
activity?
A3 assesstheirheartrateduring
physicalactivityinrelationto
targetheartratezones
referringtoachartorposter,demonstrateanunderstanding
oftargetheartratezones
definethetermaerobicactivity,andexplainhowitcontributes
tocardiovascularhealth
compareownheartratebefore,during,andafteraerobic
activitytogeneraltargetheartratezones

A4 designaplanforachieving
physicalactivitygoals
designaplanforachievingtheirgoals,includingstepssuchas
thefollowing:
identifyanddiscussfactorsthatshouldbeconsidered
whencreatingapersonalphysicalactivityplan(e.g.,
frequencyofactivity;lengthoftimeparticipatingin
activity;includingavarietyoftypesofaactivitiesthat
helptobuildmuscularstrengthandendurance,
cardiovascularendurance,andflexibility;choosing
physicalactivitieswithconsiderationforenjoyment,
availability,andpersonalability)
setspecific,measurable,andtimelygoalsforphysical
activity
keepdetailedwrittenlogoftheirphysicalactivity(e.g.,on
paper,electronic),includingtime,intensity,andtypeof
eachactivity
monitortheirprogressperiodically(e.g.,Ismyphysical
activityfrequentenough?Hardenough?Longenough?
AmIincludingenoughvariety?Whatsocialand
emotionalresultsamIexperiencing?)
Participation
A5 participatedaily(e.g.,fivetimes
aweek)inavarietyofmoderate
tovigorousphysicalactivities
thatsupporttheirpersonal
physicalactivitygoals
participatedailyinteacherledphysicalactivities(e.g.,in
variousindoorandoutdoorschoollocationssuchasthe
classroom,gymnasium,multipurposeroom,andschoolyard;
incommunityfacilitiessuchasrecreationcentres,swimming
pools,parks,andskatingrinks)
participateinvigorousphysicalactivityresultingin
physiologicalchangessuchasincreasedheartandbreathing
rate,feelingwarm,andperspiration
participatecontinuouslyinmoderatetovigorousphysical
activities
participateinphysicalactivitiesthatdevelopthecomponents
offitnessinrelationtotheirgoals(e.g.,muscularstrengthand
endurance,cardiovascularendurance,andflexibility)
MOVEMENTSKILLS
to:
B1 applylearnedmovementskills
innewandunfamiliarphysical
activities
identifyarangeofbasicmovementskillsthatcanbeusedina
varietyofactivities(e.g.,strikingskillsusedinpickleball,
baseball,hockey,golf,tennis;servingusedinbadminton,
tennis,volleyball,tabletennis)
applylearnedskillsinnewandunfamiliaractivities
B2 demonstratepropertechniqueto
sendandreceiveobjectswith
accuracy,distance,andcontrolin
unpredictablesettings(e.g.,kick
anobjectvaryingdistances,
interceptanobjectfroman
opponent,passanobjecttoa
movingpartner)
demonstrateanunderstandingofhowconceptssuchasangle
ofprojection,gravity,andspeedaffectcontrol,distance,and
accuracywhensendingandreceivingobjects(e.g.,hockey,
badminton,archery,curling)
maintaintechniquewhilekicking,striking,throwing,or
receivingobjectsvaryingdistancesinunpredictablesettings
(e.g.,2on2,3on3,4on4,movingpartner,movingtarget)
whiletravelling
aloneand/orwithothers
withorwithoutobstacles
withorwithoutanimplement(e.g.,bat,racquet)
selectfromvaryingmethodsofpassingandreceiving
appropriatetothesituation(e.g.,passingchestpass,bounce
pass,twohandoverheadpass,onehandoverheadpass;
receivingonehand,twohands,overhead,trapping,moving
intopositiontoreceive)
demonstrateoffensiveanddefensivestrategiesinpassingan
objectwithcontrolandaccuracy(e.g.,giveandgoin
activitiessuchasfieldhockey,basketball,soccer,lacrosse;
checking;movingintoopenspacetoreceiveapass;working
towardgoalortarget;positioning)
B3 performsequencesusinglearned
nonlocomotor,locomotor,and
manipulativemovementskills,
demonstratingeffectiveuseof
qualitiesofmovement(e.g.,
speed,force,flow)
demonstratequalitiesofmovement(speed,force,flow)when
creatingandperformingpartnerorgroupsequences,suchas
danceorgymnasticsequences(e.g.,incorporatingrolls,
turns,mountsanddismounts,balancing)
canoepaddling/pullingsequences(e.g.,adjustingforce
andspeedtocreateturnsanddirectionalchanges)
followthroughinracquetgames
demonstrateflowandsmoothtransitionsbetweenmovements
insequence(e.g.,skating,interpretivedance,swimming
strokes,skiing,paddling,martialarts,jugglingwhile
travelling)
performsynchronizedmovementsinasequencealone,witha
partner,andingroups(e.g.,mirrorgames,ensembledance
sequences,synchronizedskating)
SAFETY,FAIRPLAY,ANDLEADERSHIP
to:
C1 applysafeproceduresfor
specificphysicalactivities
applyfamiliarsafetyguidelinestonewsettingsandactivities
(e.g.,whenusingnewequipment,unfamiliarenvironments)
modelsafebehavioursinavarietyofsettings(e.g.,onhikes
stayonpathandbehindleader;cyclingproperuseof
helmets)
selectappropriatewarmupandcooldownroutinesforspecific
physicalactivities(e.g.,towarmupspecificmusclegroups
usedinthatactivity)
identifyprocedurestoassistapersoninjuredduringphysical
activity(e.g.,gethelp,donottrytomovetheinjuredperson,
knowhowtoaccesshelpwhenoutsidetheschool
environment)
C2 modelfairplayinallaspectsof
physicalactivity
adjustrulesasnecessarytomeetneedsofpeersandbe
inclusiveofallparticipants
consistentlydemonstratefairplaybehaviourssuchas
encouragementandrespectforallparticipants
C3 modelleadershipincreatinga
positiveclimateforphysical
activity(e.g.,mentoring,
organizing,coaching)
selectandapplyoneormorewaystoactinaleadershiprole
inphysicalactivityassuggestedbytheteacher,suchas
actaspeerhelpersforselectedactivities
leadanappropriatewarmuporcooldownactivity
refereegamescooperativelyandindependently
actasteamcaptain
actasequipmentmonitor
keepscore
actashelperforyoungerstudents
SCIENCEGRADE7
SCIENCEGRADE7
PROCESSESOFSCIENCE
to:
- testahypothesisbyplanningand
conductinganexperimentthat
controlsfortwoormorevariables
supplyrelevantsupportingevidenceforhypotheses
presented
developatestablequestionthatconsidersthevariables
involvedbasedonpreviousinferences
communicatepreciselythequestionunderobservationso
otherscanreviewtheplanandprocedures
questiontherelevanceofthehypothesisbycheckingthe
controlandtheaccuracyofthetestingmethods(fairtest)
communicatetheresultsofanexperiment,usinggraphsand
charts
- createmodelsthathelptoexplain
scientificconceptsandhypotheses
observeaproblemsituation,andformulateaplanfor
investigatingasolution
planindetailallofthestepsnecessarytobuildormakea
product,andprepareawrittenoutlineshowingtheorderof
events
identifykeycomponentsofthesystemorprocessbeing
modelled.
developatestablequestionthatconsidersthevariables
involved(independentanddependent)
buildarelevantandappropriatemodelbasedonthe
availablematerialsandconstraintsoftheproblem
applyallappropriatesafetymeasureswhenbuildingamodel
SCIENCEGRADE7
LIFESCIENCE:ECOSYSTEMS
to:
- analyse the roles of organisms as
part of interconnected food webs,
populations, communities, and
ecosystems
identifypopulationsoforganismsincommunitiesand
ecosystemsaccordingtosimplifiedfoodwebs
explainhowhabitatsprovidebasicneedsfortheorganisms
livinginthem(e.g.,food,water,light)
identifyfactorsthatarecriticalforhealthypopulationsand
ecosystems,includingairandwaterquality(e.g.,acidrain,
greenhousegases,turbidity),andexplaintheirsignificance
- assess survival needs and
interactions between organisms
and the environment
identifyinteractionsbetweendecomposers,producers,and
consumers,accordingtothefoodpyramid
describeindetailhowdecomposersrecyclenutrientswithin
ecosystems,andhowplants,animals,anddecomposers
dependoneachother(composting)
explainandprovideseveralexamplesofhowenergyis
transferredthroughfoodwebsandfoodchainswithinan
ecosystem
- assesstherequirementsfor
sustaininghealthylocal
ecosystems
createandjustifyadescriptionofasuitableenvironmentfor
aspecificorganism,takingintoaccountthelimitingfactors
(e.g.,food,water,light,livingspace)
explainrelationshipsbetweenliving(biotic)andnonliving
(abiotic)thingswithinanecosystem(e.g.,soil,bacteria,
plants,animals),withreferencetoseveralexamples
evaluatethelikelyeffectsofhabitatlossforcertainspecies
- evaluate human impacts on local
ecosystems
describe,usingexamples,howforestrypracticesaffect
ecosystems(e.g.,riparianzones,fishing,forestdebris,beetle
kill,controlledburn)
determinethesourcesofpollutants,andanalysetheireffects
(e.g.,autosandairquality,oilspillsandwater
contamination)
describe,usingexamples,howpracticesofAboriginal
peoplesinBCaffectenvironmentalsustainabilityinaspecific
ecosystem
SCIENCEGRADE7
PHYSICALSCIENCE:CHEMISTRY
to:
- conductinvestigationsinto
propertiesofmatter
identifyseveralqualitative(e.g.,colour,texture,state)and
quantitative(e.g.,density,meltingpoint,freezingpoint)
propertiesofmaterials
accuratelymeasure,record,andpresentdatacollectedduring
anexperimentinvolvingsolutionsandmixtures
describechemicalandphysicalchangesinmatter,citing
examples
- classifysubstancesaselements,
compounds,andmixtures
accuratelysortproductsfoundinthehomeintosubstances,
suspensions,emulsions,mechanicalmixtures,andsolutions
andsummarizetheirsimilaritiesanddifferences
correctlyrelatetheparticletheorytothepropertiesof
elements,compounds,andmixtures
- measuresubstancesandsolutions
accordingtopH,solubility,and
concentration
describetheeffectsofavarietyoffactors(e.g.,typeofsolute,
typeofsolvent,temperature)onsolubility
determinefactors(e.g.,heat,stirring,surfacearea)thataffect
therateatwhichsubstancesdissolve
usetestpaperswithteachersupporttocarefullyanalyse
varioussubstancesandsolutionsforacidicorbasic
characteristics(pHscale)
SCIENCEGRADE7
EARTHANDSPACESCIENCE:EARTHSCRUST
to:
- comparethecharacteristicsofthe
Earthscore,mantle,andcrust,
anddescribetheformationof
rocks
accuratelylistthecharacteristicsofeachlayeroftheEarth
constructaflowcharttoexplainindetailthegeological
processesinvolvedinformingmineralsandrocks
cataloguethepropertiesofrockandmineralsamples(e.g.,
cleavage,colour,crystalhabit,fracture,hardness,lustre,and
streak)onthebasisofadetailedexamination
- analysethedynamicsoftectonic
platemovementandlandmass
formation
explainhowearthquakeshavehelpedscientistsunderstand
theEarthsstructure(e.g.,primaryandsecondaryseismic
waves)
detailtheeffectsofearthquakes,volcanoes,andfault
boundariesontheEarthscrust
modeltectonicplatemovementtoshowconvergent,
divergent,andtransformplateboundaries
- explainhowtheEarthssurface
changesovertime
explainhowscientistsusetheplacementandpositionofan
objecttoinferthetimeofevents(e.g.,superposition)
illustratehowfossilscometobeassociatedwithsedimentary
rock
reportonhowfossilrecordisusedtoidentifyMillennium
changesintheEarthssurfaces
SOCIALSTUDIESGRADE7
SOCIALSTUDIESGRADE7
SKILLSANDPROCESSESOFSOCIALSTUDIES
Thefollowinglearningoutcomesprovidestudentswithaframeworkofdevelopmentalskillsandprocesses
thatareusedthroughoutthecurriculum.Theseoutcomesarenotintendedtobetaughtinisolation,but
rathershouldbeintegratedincontextwithcontentrelatedtotheotherfourcurriculumorganizers.
to:
A1 applycriticalthinkingskills
includingcomparing,classifying,
inferring,imagining,verifying,
usinganalogies,identifying
relationships,summarizing,and
drawingconclusionstoarange
ofproblemsandissues
selectarelevantproblemorissueforinquiry
usecomparison,classification,inference,imagination,
verification,analogies,andrelationshipidentificationto
clarifyanddefineanissueorproblem
comparearangeofpointsofviewonanissue
drawconclusionsaboutanissueorproblem
A2 usevarioustypesofgraphs,
tables,timelines,andmapsto
obtainorcommunicate
information
identifywaysofmarkinghistoricaltime(e.g.,decade,century,
millennium,BCE,CE)
comparetheadvantagesanddisadvantagesofvariousgraphic
formsofcommunication(e.g.,graphs,tables,charts,maps,
photographs,sketches)
demonstrateanabilitytointerpretscalesandlegendsin
graphs,tables,andmaps(e.g.,climagraph,topographical
map,piechart)
drawconclusionsfrommaps,tables,timelines,andgraphs
(e.g.,Basedonthismap,whywasMesopotamiaanatural
placeforacivilizationtodevelop?Basedonthisgraph,is
thepopulationofthiscountryincreasingordecreasing?
Whatdoesthismaptellyouabouttheeconomyofancient
Rome?Lookingatthistimeline,whywastheperiodof
ancientGreekcivilizationcomparativelyshort?)
comparemapsofearlycivilizationswithmodernmapsofthe
samearea
selectanappropriategraphicformofcommunicationfora
specificpurpose(e.g.,atimelinetoshowsequenceofevents,a
maptoshowlocation)
SOCIALSTUDIESGRADE7
A3 compileabodyofinformation
fromarangeofsources
comparetheadvantagesanddisadvantagesofspecifictypes
ofsourcesforspecificpurposes(e.g.,primary,secondary;
print,video,electronic,graphic,artefacts)
compareinformationgatheringmethodologies(e.g.,primary
researchsurveys,archeologicalexcavation,interviews;
researchusingsecondarysources;testinghypotheses)
applycriteriatoevaluateinformationandinformationsources
(e.g.,bias,reliability,authorship,currency,audience,
confirmationfrommultiplesources)
explainwhyitisimportanttociteinformationsources(e.g.,
respectingothersintellectualproperty,keepingtrackof
wheretheyacquiredtheinformation,distinguishingbetween
factandopinion,helpingreadersidentifysourcesof
additionalinformation)
representinformationfairlyandcitesourcesconsistently
A4 deliveraformalpresentationon
aselectedissueorinquiryusing
twoormoreformsof
representation
selectandclarifyatopicforpresentation
organizeresearchedinformationtoprepareapresentation
selectappropriateformsofpresentationsuitableforthe
purposeandaudience(e.g.,multimedia,oral,song,drama,
written)
plan,prepare,anddeliverapresentationonaselectedtopic
A5 defendapositionona
contemporaryorhistoricalissue
demonstrateskillsofdebate,including
identify,discuss,define,andclarifytheproblem,issue,or
inquiry
considercompetingpositionsfromvariousperspectives
conductresearch
selectarealorsimulatedcontemporaryorhistoricalissueand
applyproblemsolvingstrategiestoaddressit
justifytheirpositionintermsoffactorssuchasgeography,
gender,historicalperspective,culture,andreligion
SOCIALSTUDIESGRADE7
IDENTITY,SOCIETY,ANDCULTURE
to:
B1 analysetheconceptofcivilization
asitappliestoselectedancient
cultures
listcomponentsthatarecommontoculturesaroundtheworld
andthroughouttime(e.g.,socialorganization,religion,
traditions,celebrations,government,law,trade,
communications,transportation,technology,ArtsEducation,
food,clothing,shelter,medicine,education)
comparespecificcomponentsofcivilizationintwoormore
ancientcultures(e.g.,Mesopotamia,Egypt,Greece,Rome,
HsiaShangChoueraofChina,MauryanandGuptaEmpires,
Norse,Mayan,Incas,Aztecs,Nubia,CityStateJapan)
illustrateinterrelationshipsandinfluencesamongselected
ancientcultures(e.g.,Egyptiansadaptingchariotsfromthe
Hyksos,RomanadaptationofGreekgodsandmythology,
adaptationsofSumerianwritingsystem,Babyloniancodeof
law,Sumerianirrigationsystem)
createatimelinetoillustratethechronologyofselected
ancientcivilizations
B2 analysesocialroleswithinoneor
moreancientcivilizations
comparevarioussocialroleswithinaselectedancientculture
intermsof
dailylifeandhowtheymettheirbasicneeds
work
familystructures
genderroles
classsystems
createachartorotherrepresentationtoillustratetheeconomic
andsocialhierarchyofrolesandclassesinaselectedancient
culture(e.g.,slaves,farmers,builders,merchants,artisans,
scribes,teachers,priests,rulers)
describehowvaluesandbeliefsinselectedancient
civilizationsaffectedpeoplesdailylives(e.g.,valuesand
beliefsrelatedtoindividualism,equality,ownership,spiritual
beliefs,arts,education,physicalstrengthandprowess)
B3 identifyinfluencesand
contributionsofancientsocieties
topresentdaycultures
identifyspecificexamplesofinfluencesandcontributions
fromancientcultures(e.g.,writingsystem,numbersystem,
philosophy,education,religionandspirituality,visualarts,
drama,architecture,timekeeping),anddescribethemin
termsoftheir
origins
evolutionandpresenceinpresentdaycultures
SOCIALSTUDIESGRADE7
GOVERNANCE
to:
C1 describetheevolutionand
purposeofrules,laws,and
governmentinancient
civilizations
useappropriateterminologytodescriberules,laws,and
governmentinancientcivilizations(e.g.,empire,democracy,
queen,king,pharaoh,emperor,empress,slave,god,citystate,
samurai,senate,hierarchy,elder,chief)
explainthesignificanceoftheCodeofHammurabi(eyeforan
eyeruleoflaw)
explainthesignificanceofGreekdemocraticstructures
describedifferentwaysinwhichancientgovernments
acquired,used,andenforcedpowerandauthority,including
establishmentandgrowthofempires
warfare
judicialsystems
diffusionofpowerandauthority
spiritual/religiouspowerandauthorityofrulers
describethesignificanceofselectedkeyleadershipfiguresin
ancientcultures(e.g.,AlexandertheGreat,JuliusCaesar,
Moses,RamsesII,Cleopatra,Hatshepsut,Plato,Hannibal,
Confucius,Raven)
respondtoinquiriesrelatedtolawsandgovernment(e.g.,
Someonehasbrokenaruleorlawinaselectedancientculture
whatwouldhappentothatindividualinthatsociety,in
anotherancientculture,inoursocietytoday?)
C2 assesshowancientsystemsof
lawsandgovernmenthave
contributedtocurrentCanadian
politicalandlegalsystems
listanddescribeaspectsofcurrentCanadianlawsand
governmentstructuresthathaveevolvedfromancient
civilizations(e.g.,ruleoflaw,democracy,senate,
representation)
describeexamplesofindividualrightsinancientcivilizations
andcomparethemtoindividualrightsincurrentCanadian
society
relatethefeaturesofciviclifeinselectedancientculturesto
citizenshipinpresentdayCanadiansociety(e.g.,voting,
humanrights)
SOCIALSTUDIESGRADE7
ECONOMYANDTECHNOLOGY
to:
D1 describevariouswaysancient
peoplesexchangedgoodsand
services
listgoodsandservicesthatpeopleinancientcivilizations
usedintrade(e.g.,itemsneededforsurvivalandcomfort,
goodsandservicesthatcouldbeofferedfortrade)
explainhowandwhymonetarysystemsevolvedfrom
bartering(e.g.,describethematerialsandsymbolismusedfor
currencyinaselectedancientcivilization)
identifykeycommoditiesinselectedancientcultures(e.g.,
wheat,corn,olives,cotton,salmon,cedar)
maptraderoutesanddescribetradetechnologiesinaselected
ancientcivilization(e.g.,camels,wagons,ships)
D2 assesswaystechnological
innovationsenabledancient
peoplesto
adapttoandmodifytheir
environments
satisfytheirneeds
increaseexplorationandtrade
developtheircultures
compareselectedtechnologiesfromselectedancientcultures
intermsofcharacteristicssuchas
materials
purpose
impactonsocietyanddailylife
representorrecreateaselectedtechnologyfromanancient
culture(authenticorcompatiblewiththeleveloftechnology)
andexplainitsvalue
speculateaboutthepossibleimpactofaselectedmodern
technology(e.g.,MP3player,skateboard,wristwatch)onan
ancientculture
citespecificexamplestoexplainthecontributionsofancient
culturestotheevolutionofvariousfieldsoftechnology(e.g.,
astronomy,medicine,paper,seatravel,agriculture,ceramics)
D3 compareancientandmodern
communicationsmedia
describetherolesofcommunicationsmedia(e.g.,toinform,to
persuade,torecordevents)
listancientcommunicationstechnologies(e.g.,writing,
marketplace,stonetablets,papyrusscrolls,beacons,inuksuit)
compareselectedancientandmoderncommunicationsmedia
intermsof
speed
longevity/permanence
reach/audience
accessibility
SOCIALSTUDIESGRADE7
HUMANANDPHYSICALENVIRONMENT
to:
E1 assesshowphysical
environmentsaffectedancient
civilizations
identifythelocationofancientcivilizationsonaworldmap
andrelatethemtotheirpresentdaycounterpartcountries
identifykeycharacteristicsofphysicalenvironmentsthat
affectedselectedancientcultures,includingeffectson
developmentandsettlement(e.g.,proximitytowater,
fertileland,naturalresources,defensibility)
demise/falloftheculture(e.g.,earthquakes,tsunamis,
volcanicactivity,unsustainablehumanpractices)
interactionsamongcultures(e.g.,mountainranges,
oceans,rivers)
describehowhumansadaptedtotheirphysicalenvironment
inancientcivilizations(e.g.,architecture,transportation
methods,clothing)
createmapstoshowthekeyphysicalenvironmental
characteristicsofaselectedancientculture
E2 identifytheimpactofhuman
activityonphysical
environmentsinancient
civilizations
listanddescribewaysinwhichhumanactivityaffected
physicalenvironmentsinancientcivilizations(e.g.,irrigation,
deforestationinIonia,overhuntinginEgypt,over
fertilizationinSumeria)
relateancienthumanpracticesthataffectedthephysical
environmenttomoderncounterparts(e.g.,overfishing,dam
building,burningforeststocreatearableland,urbanization,
fossilfuelharvesting)
DAILYPHYSICALACTIVITYGRADE7
DAILYPHYSICALACTIVITYGRADE7

ableto:
- participateinphysicalactivities
foraminimumof30minutes
duringeachschoolday
participateindailyphysicalactivities
participateinphysicalactivityinblocksofatleast10minutes
atatime,totallingaminimumof30minutesperday
- participateinarangeofendurance
activities
participateinphysicalactivitiesthathelpdeveloptheir
cardiovascularendurance
participatedailyinenduranceactivities(e.g.,briskwalking,
swimming,cycling,jogging,soccer,aerobics,dancing,cross
countryskiing,relaygames,taggames)
- participateinarangeofstrength
activities
participateinactivitiesthathelpdeveloptheirstrength
participatedailyinactivitiesthathelptodevelopthestrength
ofdifferentmusclegroups(e.g.,ropeclimbing,pushups,
racquetandballgames,corestrengthtraining,skating)
- participateinarangeofflexibility
activities
participateinactivitiesthathelpdeveloptheirflexibility
participatedailyinactivitiesthathelptodevelopthe
flexibilityofdifferentpartsofthebody(e.g.,stretches,pilates,
dancing)

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For ease of reference, this Grade 7 Curriculum Package compiles all Prescribed Learning

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