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Grade 8 Course Descriptions 2021-2022

Language and literature

Students continue to enhance their learning of the three competencies outlined by the ministère de l'Éducation et de l'Enseignement supérieur (MÉES) provincial program in grade 8 and the conceptual understandings outlined in the MYP curriculum. Students read several literary works, including a Shakespeare play and a World Literature text. The writing component of the course draws its focus from literature analyzed during the year, as well as from current events. Students are encouraged to identify and expand on a variety of themes and to make connections to their personal life, different texts and world issues. Throughout the year, students are also encouraged to reflect on the various Approaches to Learning skills outlined at the start of Cycle One in order to be well-rounded and more independent learners by the time they move into Cycle Two.

Acquisition des langues

L’objectif global de l’enseignement du français est d’assurer aux élèves la maîtrise des habiletés à comprendre et à rédiger des textes variés, ainsi qu’à communiquer oralement. En écriture, amener les élèves à accroître leur habileté à exprimer leur pensée et leur imaginaire dans des textes conformes aux règles de fonctionnement de la langue écrite et dont le contenu et l’organisation favorisent la compréhension. En lecture, amener les élèves à comprendre le sens des textes littéraires narratifs, dramatiques et poétiques et des textes courants, à en reconstituer le contenu et l’organisation, à en discerner le point de vue et à y réagir. En communication orale, amener les élèves à exprimer leurs idées de façon précise au cours de situations telles que la discussion, l’exposé et le débat.

Language Acquisition Phase 1 

Les nouveaux arrivants au Québec doivent suivre des cours de français. Le cours d'accueil propose des activités adaptées aux non-francophones. Les trois compétences suivantes – communiquer oralement dans des situations variées, lire et écrire des textes variés en français et s’intégrer au milieu scolaire et à la société québécoise – seront développées tout au long de l'année pour répondre aux attentes du ministère. Le vocabulaire et les expressions idiomatiques seront au cœur des échanges et permettront aux élèves d’apprécier cette langue. Finalement, les élèves de ce groupe seront capables à la fin de l'année de communiquer par des phrases simples leurs idées et leurs besoins. Il est prévu qu'après deux années de cours d'accueil, les élèves intègrent le cours de français base dès la 9e année. Toutefois, la possibilité de prolonger ce cours est envisageable pour les élèves qui en sentiraient le besoin.

Acquisition des langues Phase 2 ou 3 

Le programme de base en français s'adresse aux élèves qui nécessitent une approche plus soutenue de la part de l'enseignant. À l'intérieur de ce cours, les élèves développent leur vocabulaire de base et l'enrichissent à l'aide de textes de plus en plus élaborés. De plus, la grammaire de base est au coeur du développement de la compétence en écriture. L'élève sera appelé à produire de courts textes littéraires et courants tout au long de l'année. La compétence en communication orale sera aussi développée au cours de l'année au fur et à mesure que le vocabulaire s'élargira. Enfin, un élève en base consolidera ses acquis et développera de nouvelles compétences pour pouvoir mieux communiquer en français.

Acquisition des langues Phase 3 ou 4

L’objectif global de l’enseignement du français est d’assurer aux élèves la maîtrise des habiletés à comprendre et à rédiger des textes variés, ainsi qu’à communiquer oralement. Le programme de français met en oeuvre deux orientations: la première est d’accroître la maîtrise de la langue écrite et parlée; la seconde conduit à donner une importance accrue à la lecture d’oeuvres littéraires et de textes courants, ainsi qu’à l’écoute de documents audiovisuels.

Language and Literature - Français

Le français, langue d'enseignement, respecte le programme du ministère de l'Éducation et de l'Enseignement supérieur (MÉES). Les élèves sont appelés à développer les trois compétences en français, soit : lire et apprécier des textes variés (40%), écrire des textes variés (40%) et communiquer oralement selon les modalités variées (20%). En lecture, ils doivent apprendre à comprendre, à justifier, à interpréter et à réagir aux différents types de textes à l'étude. En écriture, ils doivent élaborer des textes cohérents, faire appel à leur créativité, réfléchir à leur pratique de scripteurs et mettre à profit des connaissances sur la langue, les textes et la culture. En communication orale, les élèves doivent construire du sens, intervenir oralement, adopter une distance critique, réfléchir à leurs pratiques d'auditeurs, d'interlocuteurs. De plus, à la fin de la 8e année, les élèves passeront l'épreuve obligatoire d'écriture pour tous les élèves francophones du Québec.

Language Acquisition - Spanish I

This is the first year of an introductory course on the Spanish language and culture. Its aim is to provide the student with a sound basis in vocabulary and basic sentence structure. The method used is strictly communicative in nature and presents lively situations in which basic oral communication is used.

Mathematics

Mathematics

Problem solving is central to all aspects of this course with a combination of practical problems and more abstract mathematical concepts. Diagrams, patterns, labels, graphs, and algebra are some of the models that are used for problem solving in algebra and geometry.

Extended Mathematics

The extended grade 8 mathematics course accelerates the content of the regular program in order to elevate the rigour of the material and to develop the material through project-based learning. The students in this course also participate in national and American math contests.

Physical and Health Education

The physical education program is dedicated to the development of mind, body, and heart. The grade 8 year in P.E., year three in the IB MYP programme, offers individual skill development, sport play, and personal fitness development. This year, the second year of Middle School, continues to develop IB MYP key concepts of development, communication, and change, guide units in individual sports, team sports, and physical fitness, with variation and progression in the related concepts. Leadership development emerges as a strand for the year, building toward Senior School P.E.

The course promotes an active lifestyle through maximum participation. Students gain knowledge and competency in age-­appropriate team games and individual sports. A mile run and beep test are used in the fall and spring, respectively, to assess aerobic fitness, and students participate in an introductory dance unit. The health component of the course focuses on topics leading to the achievement of a healthy, active lifestyle.

Ethics/Advisory

Grade 8 ethics/advisory meets twice in a 10-­day cycle to explore, through dialogue and in workshops, age-­appropriate issues related to adolescent concerns. In small groups, advisors discuss with their students social behaviour, school and home issues, and the best strategies for dealing with obstacles that arise within this age group. In keeping with a character education model, guidance is provided to the students for some of the difficult ethical dilemmas that arise within this age group. This program is an integral element of the Middle School experience ensuring that every student is known well by at least one adult, has an advocate when support is needed, and feels part of a group or team.

Science

Grade 7 and 8 science is a two-­year program, and is designed to give the student a solid background in the biological, chemical and physical sciences, as well as introduce them to the idea of scientific and technological problem solving. The content and skills are approached with the philosophy that science, and thinking scientifically, is an area in which all students are able to succeed. Every possible opportunity is taken to link study topics with practical applications through laboratory experimentation.

Sciences 

Ce cours général de sciences, qui s’appuie sur les principes de biologie, de chimie, et de physique, est le premier d’un programme qui s’échelonne sur trois années. Nous privilégions tant la compréhension et l’application de la démarche scientifique que le contenu du cours. L’élève développera la pensée scientifique lors de la résolution de problèmes, lors d’expériences en laboratoire ou lors de recherches. Les quatre unités au programme sont: l’écologie, les substances et les mélanges, la thermodynamique et la résistance structurelle et la stabilité.

Individual and societies/Individus et sociétés (history, histoire)

The course looks at world history by combining thematic and chronological approaches, as well as an investigatory unit into an area of history of the individual student’s choice. Students develop a variety of Approaches to Learning skills during the course of the year, such as research, self-management and collaboration skills, in order to be successful in the course. In addition, students acquire the habit of independently making inferences and developing supportable generalizations by comparing political, economic, social, cultural, territorial, military and technological aspects across historical eras. Students showcase these skills, as well as their public speaking talents, in their “History Night” presentations in late May. Students may take this course in French if they possess the requisite language skills.

Design

The design program prepares students for the study of computer science, design technology and information technology in a global society. In grades 7 and 8, students take a combined digital and product design course that uses the MYP Design Cycle and combines knowledge, skills, techniques and materials of both digital and product design to develop products/solutions that solve a problem and meet a need. Combined courses include robotics, graphic product design, interface design, etc.

Optional Courses

Arts

Visual Art

The course is divided between studio art and art appreciation. Students use the basic media to draw from observation and from their own imagination. In painting, basic brushwork is stressed, and colour is used to describe objects or enhance narrative themes. The goal of art appreciation is to give the student an overview of the elements and principles of design, and to help them discuss how famous artists have communicated through their art. This course is run as a semester course partnered with drama.

Performing Arts - Drama

Drama focuses on acquiring valuable collaborative and social skills that are necessary for all students’ future success. Due to the theatre’s collective nature, students learn and reflect on what makes teamwork successful. We explore the origins of Western theatre by looking at Ancient Greek Theatre and stage conventions. Then, we examine privilege and misrepresentation in theatre while looking at voice and accent. Lastly, we investigate improvisation and Commedia Dell’Arte, a form of theatre that is the basis for many characters seen on television today. All projects include script writing and learning of the physical and vocal techniques that enhance communication onstage. This course is run as a semester course partnered with visual art.

Music

This course is designed for students with a minimum of one year of musical instruction. In addition to practical instrumental skills, students develop a broader understanding of the cultural significance behind the music that they study and of its inherent value as human expression. Additionally, students further develop the skills necessary to perform, create and appreciate music. Students continue using a process journal to record their work and reflect on their progress and learning over the course of the year. Expectations are that students attend the annual music camp for a weekend of lessons and rehearsals (estimated fee of $340.00 for 2021-22).