Grade -7 - Canadian Global School

Arts

Course Name:Arts

Course Description

In Grade 7 Language, our students, will explore arts in various ways by creating artworks using various traditional forms and current media technologies to express feelings, ideas, and issues. They will apply the elements of music when singing and playing, composing, and arranging music. Students will use dance as a language to communicate ideas from their writing or media works. Students will also engage actively in drama exploration and role play, focusing on examining multiple perspectives related to current issues, themes, and relationships

Curriculum Information:Arts (2009)

Course Developer: Canadian Global School

Development Date: 2022

Course Outline

Grade -7 Arts - Total Hours (31 Hours)

Unit One: Visual Arts (8-Hours)

In this unit, students will create artworks using various traditional forms and current media technologies to express feelings, ideas, and issues. They will demonstrate opposing points of view, an understanding of composition, the use of multiple principles of design and the “rule of thirds”. Additionally, they will create narrative artworks and use elements of design in artworks to communicate ideas messages for a specific audience and purpose. Finally, students will use various materials, tools, techniques, and technologies to determine solutions to increasingly complex design challenges.

Unit Two: Music (8-Hours)

In this unit, students will sing and play, in tune, from musical notation, unison music and music in two or more parts from diverse cultures, styles, and historical periods. They will apply the elements of music when singing and playing, composing, and arranging music, using them for specific effects and particular purposes.

Furthermore, students will create musical compositions in various forms for specific purposes and audiences and demonstrate an understanding of standard and other musical notation through performance and composition.

Unit Three: Dance (8-Hours)

In this unit, students will create dance pieces to represent or respond to specific rhythms and pieces of music. They will use dance as a language to communicate ideas from their writing or media works.

Additionally, they will use themes and variations in various ways when creating dance pieces. They will describe the evolution of dance and performances of different people who have responded to external factors such as migration, a new environment, and contact with other groups or cultures. Lastly, students will analyze, using dance vocabulary dance pieces to identify the elements of dance, the choreographic forms used and to communicate their meaning.

Unit Four: Drama (7-Hours)

In this unit, sfrom a variety of sources and cotudents will engage actively in drama exploration and role play, focusing on examining multiple perspectives related to current issues, themes, and relationships mmunities. They will demonstrate an understanding of the elements of drama by selecting and combining several elements and conventions to create dramatic effects.

In addition, students will plan and shape the direction of the drama by working with others, both in and out of roles, to generate ideas and explore multiple perspectives. They will construct personal interpretations of drama works that connect drama issues and themes to ideas, feelings, and experiences. Finally, students will describe how drama and theatre contribute to contemporary social, economic, and cultural life.

Resources required by the student:

A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work,
Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
Stable internet connection

Resources provided by Canadian Global School

Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
Supplemental Readings

Note: This course is entirely online and does not require or rely on any textbook.

Resources Needed:

This course is entirely online and does not require nor rely on any textbook. Students will require the following resources:

Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Stable internet connection
A scanner, smartphone camera, or similar device to digitize handwritten or hand-drawn work
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
Various art supplies to complete offline activities

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Teaching Strategies

Using a variety of instructional strategies, the teacher will provide numerous opportunities for students to develop skills of inquiry, problem solving, and communication as they investigate and learn fundamental concepts. The integration of critical thinking and critical inquiry skills will provide a powerful tool for reasoning and problem solving, and is reflected in a meaningful blend of both process and content Throughout this course students will:

Interact in student-paced and instructor-paced interactive, engaging instructional lessons.
Understand the value of diversity in learning and in society
Refine their existing compensatory strategies for learning and develop additional strategies to help meet their potential as learners and use them throughout the elementary grades.
Cultivate problem-solving skills to become independent learners.
Opportunities to learn in various ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice.
Accomplish prompts on interactive lessons, students can reflect on different texts. In addition, constant communication with teachers ensures that the students understand complex topics and apply them in their writing. They can also accomplish other tasks through the use of animations, videos, discussion forums, live chat and other interactive objects.

The course relies on the help of a teacher to support young learners through the lessons. The teacher will be working in facilitating the course content and participating in discussions to support students in developing communication skills.

Math

Course Name:Math

Course Description

In Grade 7 Math, students will explore numbers up to one billion. They will further explore their knowledge of fractions, decimals, and percentages and their understanding of operations to connect geometry, professions and real-world issues. As they progress through intermediate math, they will apply their data-handling skills to information obtained in their daily lives and communities. They will also identify patterns and algebraic relationships. Their financial literacy will increase as they better understand budgets and how to create plans to achieve financial goals.

Curriculum Information:Mathematics (2020)

Course Developer: Canadian Global School

Development Date: 2022

Course Outline

Grade-7 Math -Total Hours (158 Hours)

Unit One: Number (40-Hours)

In this unit, students will demonstrate an understanding of numbers and make connections to the way numbers are used in everyday life. They will use knowledge of numbers and operations to solve mathematical problems encountered daily

Unit Two: Algebra (40-Hours)

In this unit, students will identify, describe, extend, create, and make predictions about various patterns, including those found in real-life contexts. They will demonstrate an understanding of variables, expressions, equalities, and inequalities and apply this understanding in various conditions. Moreover, they will solve problems and create computational representations of mathematical situations using coding concepts and skills.

Unit Three: Data (40-Hours)

In this unit, students will manage, analyze, and use data to make convincing arguments and informed decisions in various contexts drawn from real life. They will describe the likelihood that events will happen and use that information to make predictions.

Unit Four: Spatial (38-Hours)

In this unit, students will describe and represent shapes, locations, and movements by applying geometric properties and spatial relationships to navigate the world around them. They will also compare, estimate and determine measurements in various conditions.

Resources required by the student:

A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work,
Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
Stable internet connection

Resources provided by Canadian Global School

Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
Supplemental Readings

Note: This course is entirely online and does not require or rely on any textbook.

Resources Needed:

This course is entirely online. It does not require nor rely on any textbook.

Students will need the following resources:

Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Stable internet connection
A scanner, smartphone camera, or similar device to digitize handwritten or hand-drawn work
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)

Teaching Strategies

Using various instructional strategies, the teacher will provide numerous opportunities for students to develop inquiry, problem-solving, and communication skills as they investigate and learn fundamental concepts. The integration of critical thinking and critical inquiry skills will provide a powerful tool for reasoning and problem solving and is reflected in a meaningful blend of both process and content.

Throughout this course, students will:

Interact in student-paced and instructor-paced interactive, engaging instructional lessons.
Understand the value of diversity in learning and in society
Develop self-confidence and self-advocacy skills
Refine their existing compensatory strategies for learning and develop additional strategies to help meet their potential as learners and use them throughout the elementary grades.
Cultivate problem-solving skills to become independent learners.
Opportunities to learn in various ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice.
Accomplish prompts on interactive lessons. Students can reflect on different texts. In addition, constant communication with teachers ensures that the students understand complex topics and apply them in their writing. They can also accomplish other tasks by using animations, videos, discussion forums, live chat and other interactive objects.

The course relies on the help of a teacher to support young learners through the lessons. The teacher will be working in facilitating the course content and participating in the discussions to support students in developing communication skills

Science

Course Name:Science

Course Description

In Grade 7 Science, the students will learn about the numerous effects humans have on the environment. They will investigate pure substances and mixtures. They will explore the function of heat in natural processes, including the causes and effects of heat and its characteristics and heat transfer. Students will also look into the impact of forces on structures and how stable they are.

Curriculum Information: Science (2022)

Course Developer: Canadian Global School

Development Date: 2022

Course Outline

Grade-7 Science -Total Hours (95 Hours)

Unit One: Understanding Life Systems Interactions in the Environment (23-Hours)

In this unit, students will assess the impacts of human activities and technologies on the environment and evaluate ways of controlling these impacts. They will investigate interactions within the environment and identify factors that affect the balance between different components of an ecosystem. Moreover, the students will demonstrate an understanding of interactions between and among biotic and abiotic elements in the environment.

Unit Two: Understanding Structures and Mechanisms, Form and Function (23-Hours)

In this unit, students will analyze personal, social, economic, and environmental factors to be considered in designing and building structures and devices. They will design and construct various structures and investigate the relationship between the design and function of these structures and the forces that act on them. Furthermore, students will demonstrate an understanding of the relationship between structural forms and the forces that act on and within them.

Unit Three: Understanding Matter and Energy (23-Hours)

In this unit, students will describe the states of matter and distinguish between pure substances and mixtures. They will discover the particle theory and will explain the effects of temperature on the states of matter. Additionally, students will explore solutions and mechanical mixtures. Finally, they will determine the environmental impacts of the disposal of pure substances and mixtures.

Unit Four: Understanding Earth and Space Systems Heat in the Environment (26-Hours)

In this unit, students will assess the costs and benefits of technologies that reduce heat loss or heat-related impacts on the environment. They will investigate ways heat changes substances and describe how heat is transferred. The students will also demonstrate an understanding of heat as a form of energy associated with the movement of particles and how it is essential to many processes within the earth’s systems.

Resources required by the student:

A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work,
Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
Stable internet connection

Resources provided by Canadian Global School

Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
Supplemental Readings

Note: This course is entirely online and does not require or rely on any textbook.

Resources Needed:

This course is entirely online and does not require nor rely on any textbook. Students will need the following resources:

Stable internet connection
A scanner, smartphone camera, or similar device to digitize handwritten or hand-drawn work
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
Various household items to complete offline activities

Teaching Strategies

Using a variety of instructional strategies, the teacher will provide numerous opportunities for students to develop skills of inquiry, problem-solving, and communication as they investigate and learn fundamental concepts.

The integration of critical thinking and critical inquiry skills will provide a powerful tool for reasoning and problem solving and is reflected in a meaningful blend of both process and content.

Throughout this course, students will:

Interact in student-paced and instructor-paced interactive, engaging instructional lessons.
Develop self-confidence and self-advocacy skills
Refine their existing compensatory strategies for learning and develop additional strategies to help meet their potential as learners and use them throughout the elementary grades.
Cultivate problem-solving skills to become independent learners.
Opportunities to learn in various ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice.
Accomplish prompts on interactive lessons. Students can reflect on different texts. In addition, constant communication with teachers ensures that the students understand complex topics and apply them in their writing. They can also accomplish other tasks by using animations, videos, discussion forums, live chat and other interactive objects.

History

Course Name: History

Course Description

In Grade 7 history, students will examine social, political, economic, and legal changes in Canada between 1713 and 1850. They will explore the experiences and challenges of groups in Canada during this period and compare them to present-day Canadians’ experiences. Students will apply the historical inquiry process to investigate different perspectives on issues in eighteenth- and early nineteenth-century Canada. Students will learn about various groups in colonial Canada and how they were affected by the conflicts and changes that characterized this period. They will begin to apply the concepts of historical thinking to their study of Canadian history, leading to deeper and more meaningful explorations of life in colonial Canada.

Curriculum Information:Social Science (2018)

Course Developer: Canadian Global School

Development Date: 2022

Course Outline

Grade -7 History - Total Hours (31 Hours)

Unit One: New France and British North America, 1713–1800 (15-Hours)

In this unit, students will learn about the events, developments, and issues that shaped early Canada throughout the 1700s in the New France and British North America, 1713–1800. They will investigate daily life in New France and British North America and discuss experiences such as the displacement of Indigenous communities and immigrant groups. They will examine significant events such as the Seven Years’ War, the formation of Upper and Lower Canada, Pontiac’s Resistance, and the American Revolution. Students will investigate the interactions, challenges, and contributions of people in what is now Canada, making connections between the past and the present.

Unit Two: Conflicts and Challenges in Early Canada, 1800–1850 (16-Hours)

In this unit, students will learn about significant themes that influenced early Canada in the first half of the nineteenth century. They will, for example, investigate developments such as early Canada’s expansion, increased immigration, and significant political and legal changes. They will use their investigative skills to look into conflicts such as the War of 1812, the Lower and Upper Canada Rebellions, and the Underground Railroad. Students will analyze the experiences of Indigenous peoples and immigrant groups, and they will communicate the findings of their investigations using appropriate vocabulary and formats.

Resources required by the student:

A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work,
Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
Stable internet connection

Resources provided by Canadian Global School

Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
Supplemental Readings

Note: This course is entirely online and does not require or rely on any textbook.

Resources Needed:

This course is entirely online and does not require nor rely on any textbook. Students will require the following resources:

Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Stable internet connection
A scanner, smartphone camera, or similar device to digitize handwritten or hand-drawn work
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)

Teaching Strategies

Students will develop a solid foundation of history processes, knowledge, and skills to apply in real-world contexts through a combination of problem-solving and direct instruction. The course employs a mix of online and offline activities to allow students to develop an understanding of skills and concepts in interactive and concrete ways and engage multiple learning styles. To reinforce students’ learning, the lessons include a variety of intriguing storylines, characters, videos, storybooks, and interactive games. These activities also lay the groundwork for students to use historical terms throughout the elementary grades.

The teacher will assist students in developing communication skills by facilitating the course content and participating in discussion-based activities.

French

Course Name:French

Course Description

In Grade 7 French, our students will explore ideas to be healthy. They will express their interests and hobbies. They will plan an activity in a French-speaking community and show their ability to situate themselves and interact in a new environment.

Curriculum Information:French (2013)

Course Developer: Canadian Global School

Development Date: 2022

Course Outline

Grade -7 French - Total Hours (158 Hours)

Unit One: Être en forme (40-Hours)

In this unit, students will learn about being healthy. They will use speaking strategies to express their favourite food. Students will explore vocabulary and expressions for eating out in restaurants, including reading and writing menus. Furthermore, students will practise active listening strategies and reflect on their listening skills when watching sports. Finally, students will identify healthy strategies to deal with stress.

Unit Two: Mes intérêts (40-Hours)

In this unit, students will learn to express their hobbies and interests. They will learn to use appropriate vocabulary to communicate their likes and dislikes. Furthermore, they will use speaking strategies to support their opinion. Lastly, students will use different techniques and resources to write an email to a person they admire.

Unit Three: Destination francophone (40-Hours)

In this unit, students will develop new vocabulary when planning an activity. They will explore French-speaking communities throughout Canada and identify cultural aspects. They will make connections between their community and experiences to the French-speaking communities. Students will practice strategies to write texts and create a letter to apply for a student exchange to a French-speaking destination.

Unit Four: Je me débrouille (38-Hours)

In this unit, students will learn to situate themselves in a mall using a map. Students will explore descriptive vocabulary and expressions to inform someone about their location. Lastly, they will use active listening and speaking strategies to interact with someone to ask for help.

Resources required by the student:

A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work,
Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
Stable internet connection

Resources provided by Canadian Global School

Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
Supplemental Readings

Note: This course is entirely online and does not require or rely on any textbook.

Resources Needed:

This course is entirely online and does not require nor rely on any textbook. Students will require the following resources:

Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Stable internet connection
A scanner, smartphone camera, or similar device to digitize handwritten or hand-drawn work
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)

Teaching Strategies

Interact in student-paced and instructor-paced interactive, engaging instructional lessons.
Understand the value of diversity in learning and in society
Refine their existing compensatory strategies for learning and develop additional strategies to help meet their potential as learners and use them throughout the elementary grades.
Cultivate problem-solving skills to become independent learners.
Opportunities to learn in various ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice.
Accomplish prompts on interactive lessons, students can reflect on different texts. In addition, constant communication with teachers ensures that the students understand complex topics and apply them in their writing. They can also accomplish other tasks through the use of animations, videos, discussion forums, live chat and other interactive objects.
The course relies on the help of a teacher to support young learners through the lessons. The teacher will be working in facilitating the course content and participating in discussions to support students in developing communication skills.

Health

Course Name: Health

Course Description

In Grade 7 Health, students will understand the factors that contribute to healthy development, personal responsibility for lifelong health, and a respect for their health in relation to others and the world around them. Students will develop health literacy as they acquire the knowledge and skills they need to develop, maintain, and enjoy healthy living and solve problems, make decisions, and set goals that are directly related to their health and mental health and well-being.

Curriculum Information:Health (2009)

Course Developer: Canadian Global School

Development Date: 2022

Course Outline

Grade -7 Health - Total Hours (31 Hours)

Unit One: Healthy Eating (8-Hours)

In this unit, students will learn to examine their own food choices and eating patterns, as well as develop personal guidelines for healthier eating, all while working within parameters they can control. Students will study important topics, including Canada’s Food Guide, nutrition, food choices, factors influencing eating habits, healthy eating skills, food trends, oral and dental health and food systems. Lastly, they will analyze the links between eating habits, chronic disease prevention, and environmental health

Unit Two: Personal Safety and Injury Prevention (8-Hours)

In this unit, students will learn to reduce adolescent injuries and to recognize, assess, and manage potentially dangerous situations, including those that occur online. Students will study personal safety topics such as developing skills to identify, prevent, and resolve issues such as bullying (including cyberbullying), peer assault, child abuse, harassment, and relationship violence. These skills can be used in both face-to-face and online settings. Furthermore, students will learn about injury prevention topics such as road safety, concussion prevention, identification, and management; seasonal safety rules; sun and UV protection; home safety; fire safety; safety while volunteering and working; and first aid care.

Unit Three: Human Development and Sexual Health (8-Hours)

In this unit, students will study human development and sexual health topics. They will explore sexual development, reproductive health, choice and sexual readiness, consent, abstinence, protection, interpersonal relationships, sexual orientation, gender identity and gender expression. Finally, they will learn about affection, love, pleasure, body image, gender roles and expectations.

Unit Four: Mental Health Literacy (7-Hours)

In this unit, students will learn the differences between mental health and mental illness. They will identify how they contribute to overall health. Students will learn to explore the connection between thoughts, emotions, and actions and see how they can impact mental health.

Additionally, students will identify when to ask for help by recognizing signs of stress and understanding the body and brain’s response to stress. They will learn to recognize feelings and environmental factors contributing to stress and other challenges. Students will understand how and where to get help. Lastly, they will identify the role of professional helpers.

Resources required by the student:

A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work,
Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
Stable internet connection

Resources provided by Canadian Global School

Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
Supplemental Readings

Note: This course is entirely online and does not require or rely on any textbook.

Resources Needed:

This course is entirely online and does not require nor rely on any textbook. Students will require the following resources:

Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Stable internet connection
A scanner, smartphone camera, or similar device to digitize handwritten or hand-drawn work
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
A physical binder, folder, or notebook for offline activities

Teaching Strategies

Students will develop a solid foundation of healthy living processes, knowledge, and skills to apply in real-world contexts through a combination of problem-solving and direct instruction. The course employs a mix of online and offline activities to provide opportunities for students to develop an understanding of skills and concepts in interactive and concrete ways and engage multiple learning styles. To reinforce students’ learning, the lessons include a variety of intriguing storylines, characters, videos, storybooks, and interactive games. These activities also lay the groundwork for students to use health and nutrition-related terms throughout the elementary grades.

The teacher will assist students in developing communication skills by facilitating the course content and participating in discussion-based activities.

Geography

Course Name:Geography

Course Description

In Grade 7 geography, students will explore opportunities and challenges presented by the physical environment and how people worldwide have responded to them. They will learn about patterns in Earth’s physical features, physical processes and human activities.

Students will study the extraction, harvesting and use of natural resources globally. They will examine the relationship and impacts of Earth’s physical features and the distribution and use of natural resources. Finally, they will explore ways of preserving global resources.

Curriculum Information:Social Studies (2018)

Course Developer: Canadian Global School

Development Date: 2022

Course Outline

Grade -7 Geography - Total Hours (31 Hours)

Unit One: Physical Patterns in a Changing World (15-Hours)

In this unit, students will learn about environmental features such as landforms, bodies of water, and climate regions, as well as how these features interact with one another. They will use maps and charts to investigate natural processes and patterns. This knowledge will assist them in evaluating many of the various perspectives on the challenges and opportunities presented by the Earth’s environment to people

Unit Two: Natural Resources Around the World: Use and Sustainability (16-Hours)

In this unit, students will gain an understanding of people’s interactions with renewable, nonrenewable, and flow resources. They will gain an understanding of the geographical inquiry process to help them investigate the world’s natural resources. These abilities will include reading maps and graphs as well as creating them. They will also describe various perspectives on environmental use and conservation, assessing the views of various groups by gathering and interpreting data from various sources before drawing their own conclusions based on their research. Finally, students will devise their own action plan to help create a more sustainable world.

Resources required by the student:

A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work,
Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
Stable internet connection

Resources provided by Canadian Global School

Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
Supplemental Readings

Note: This course is entirely online and does not require or rely on any textbook.

Resources Needed:

This course is entirely online and does not require nor rely on any textbook. Students will require the following resources:

Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Stable internet connection
A scanner, smartphone camera, or similar device to digitize handwritten or hand-drawn work
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)

Teaching Strategies

Students will develop a solid foundation of geography processes, knowledge, and skills to apply in real-world contexts through problem-solving and direct instruction. The course employs a mix of online and offline activities to allow students to develop an understanding of skills and concepts in interactive and concrete ways and engage in multiple learning styles. To reinforce students’ learning, the lessons include a variety of videos and interactive games. These activities also lay the groundwork for students to use geography-related terms throughout the elementary grades.

The teacher will assist students in developing communication skills by facilitating the course content and participating in discussion-based activities.

Computer Science

Course Name: Computer Science

Course Description

In Grade 7 Computer Science, students will learn the basics of programming with Karel the Dog, the basics of designing a web page, and how information is represented digitally and sent over the Internet. Students will learn to code using blocks to drag and drop. Students will create a personal portfolio website showing projects they build throughout the course, with a unique focus on creativity, problem-solving and project-based learning.

Course Developer: Canadian Global School

Development Date: 2022

Course Outline

Grade-7 Computer Science -Total Hours (63 Hours)

Unit One: Introduction to Programming with Karel the Dog (10-Hours)

In this unit, students will explore the fundamentals of programming by giving commands to Karel the Dog using JavaScript syntax, functions, control structures, and proper programming formatting.

Unit Two: What is Computing? (10-Hours)

In this unit, students will dive into the history of computing, consider how computing impacts today’s world, and learn about the various parts that make up modern computers.

Unit Three: Web Design (10-Hours)

In this unit, students will learn the basics of HTML, CSS, and the processes involved in viewing web pages on the internet. Students create several simple web pages using the CodeHS online editor to gain practice.

Unit Four: Digital Information (10-Hours)

In this unit, students will learn about the various ways we represent information digitally including number systems, encoding data, and creating pixel images.

Unit 5: The Internet (10-Hours)

In this unit, students will explore the structure and design of the internet, and how this design affects the reliability of network communication, the security of data, and personal privacy.

Unit 6: Digital Citizenship and Cyber Hygiene (13-Hours)

In this unit, students will learn Internet etiquette, ways to stay safe on the world wide web, potential effects of our digital footprints, how to protect information from online risks, and the implications of cyberbullying.

Resources required by the student:

Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
Stable internet connection
A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work,

Resources provided by Canadian Global School

Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
Supplemental Readings

Note: This course is entirely online and does not require or rely on any textbook.

Resources Needed:

This course is entirely online and does not require nor rely on any textbook. Students will need the following resources:

Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
Stable internet connection

Teaching Strategies

The course is intended for beginners with no prior knowledge of computer science. The course is highly visual, dynamic, and interactive, making it appealing to those unfamiliar with computer science.

Teachers use the tools and resources provided by CodeHS to maximize classroom time and provide focused one-on-one attention to students.

At least one formative short multiple-choice quiz is included in each lesson.

Students will take a summative multiple choice unit quiz at the end of each unit to assess their knowledge of the concepts covered in the unit. The teacher will guide students through the process of writing and running programmes in the browser using the CodeHS online editor. In Karel, students will be able to write both text-based and block-based programmes.

In addition, students will create several web pages using HTML and CSS. These web pages will be hosted on the CodeHS website to maintain a running portfolio of their creative projects and easily share their programmes with the rest of the world. Early in the course, students will gain programming experience that will allow them to explore the remaining course topics through computational thinking practices.

Language Arts

Course Name: Language Arts

Course Description

In Grade 7 Language Arts, our students will explore language in various ways. Students will develop their understanding of literary forms such as descriptive writing, fiction, non-fiction, and oral communication skills. By exploring different texts and forms of media, they will have the opportunity to explore the influence of media on their lives.

Curriculum Information:Language (2008)

Course Developer: Canadian Global School

Development Date: 2022

Course Outline

Grade-7 Language Arts - Total Hours (158 Hours)

Unit One: Writing and Grammar (31-Hours)

In this unit, students will analyze a variety of text forms and explain how their particular characteristics help communicate meaning.

They will read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and purpose. They will learn to use parts of speech correctly, write complete sentences from independent and dependent clauses and analyze a variety of text forms. Furthermore, they will read appropriate texts with expression and confidence. Lastly, students will demonstrate an understanding of increasingly complex texts by summarizing important ideas and citing a variety of details that support the main idea and identify the point of view presented in texts.

Unit Two: Oral Communication (31- Hours)

In this unit, students will identify a variety of listening comprehension strategies use them appropriately before, during, and after listening in order to understand and clarify the meaning of increasingly complex or challenging oral texts. They will identify the types of listening techniques and their various purposes and demonstrate appropriate active listening behaviour. They will also demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways and develop and explain interpretations of oral texts using stated and implied ideas from the texts to support their interpretation. Additionally, students will read and understand texts, using different strategies to build meaning and recognize text forms, text features, and elements of style to help communicate meaning.

Unit Three: Media Literacy (31 Hours)

In this unit, students will produce pieces of published work to meet identified criteria based on the expectations and to differentiate hot topics from current events. They will deliver a persuasive speech about a hot topic or current news topic explain how individual elements of various media forms combine to create, reinforce, and enhance meaning. Furthermore, students will learn the pros and cons of social media and the steps and importance of fact-checking. They will also identify what strategies they found most helpful in making sense of and creating media texts. They will also explain how these and other strategies can help them improve as media viewers, listeners, producers. Lastly, students will learn the types of commercial techniques used by advertisers., the types of PSA techniques used in PSAs.

Unit Four: Non-fiction (31-Hours)

In this unit, students will define what a logo is and reflect on the logos they use in their day-to-day lives. They will explore the techniques for making video advertisements using methods of effective video advertising by creating their own PSA.

Additionally, students will learn the difference between shopping in retail stores and outlet stores, what checkout charity is and why it works. Finally, they will study nonfiction writing and analyze the non-fiction article: Self-Driving Cars.

Unit Five: Novel Study (34-Hours)

In this unit, students will explore the characters, setting, and plotline of Chapters 1-12 of Louis Sachar’s Holes. They will analyze chapters 13 – 28 of Louis Sachar’s Holes and write monologues for a chosen character from the story. Students will study Chapters 30-42 of Louis Sachar’s Holes and write a newspaper article about Zero and Stanley’s adventures. In addition, they will discuss and analyze chapters 43-45 of Louis Sachar’s Holes and perform a thematic analysis on Louis Sachar’s Holes. They will also define and identify the elements of a poem. Finally, they will identify the types and give examples of figurative language.

Resources Needed

This course is entirely online and does not require nor rely on any textbook. Students will need the following resources:

Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Stable internet connection
A scanner, smartphone camera, or similar device to digitize handwritten or hand-drawn work
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)

Resources required by the student:

A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work,
Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
Stable internet connection

Note: This course is entirely online and does not require or rely on any textbook.

Resources provided by Canadian Global School

Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
Supplemental Readings

Teaching Strategies

Interact in student-paced and instructor-paced interactive, engaging instructional lessons.
Understand the value of diversity in learning and society
Develop self-confidence and self-advocacy skills
Refine their existing compensatory strategies (reading strategies, writing strategies, listening strategies, study strategies, researching strategies, strategies for memory, organizational strategies, and time management strategies) for learning and develop additional strategies to help meet their potential as learners and use throughout the elementary grades.
Cultivate problem-solving skills to become independent learners.
Opportunities to learn in various ways- individually, cooperatively, independently, with teacher direction, hands-on experiences, and through examples followed by practice.
Accomplish prompts on interactive lessons.
students can reflect on different texts. In addition, constant communication with teachers ensures that the students understand complex topics and apply them in their writing. They can also accomplish other tasks using animations, videos, discussion forums, live chat, and other interactive objects.

The course relies on the help of a teacher to support young learners through the lessons. The teacher will be working on facilitating the course content and participating in discussions to support students in developing communication skills.