BIENVENUE!

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BIENVENUE!

• Grade 7 Immersion 2009-2010

Bedford Junior High
Mlle Pike Mlle Richardson
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Agenda/Topics to be covered

• Whos who
• Basic principals of French Immersion
• Classroom policies
• What to expect
• Course descriptions
• Special projects
• Parent Contact
• Summary

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Whos who

• Principal Mr. Spears
• Vice-Principal Mrs. Murdock
• Secretary Mrs. Wilson
• Guidance Mr. Young
• Library Technician Ms. Lavers

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Whos who

• Mlle Pike FLA, Science Humaines Physical
  Education (7-3, 7-4, 7-5)
• Mlle Richardson Mathématiques, Sciences DPS
• Mrs. OConnor Anglais
• Mr. Brown Phys. Ed.
• Mr. Burtt Band
• Ms. Beaton Family Studies
• Mr. Madore Tech.Ed.

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Basic Principles

• Immersion is based on the simultaneous learning
  of the target
• language and core subject matter in the target
  language. This
• implies that students learn the language during
  their courses and that
• the French course supports the needs of the
  students in other
• courses.
• Learning of French must be intensive without
  being unnecessarily
• overwhelming. The students must understand the
  language and use
• it to communicate. It is therefore essential that
  the only language of
• communication in the classroom be French.
• The vision of the immersion program is to teach
  students to
• communicate effectively in French, use French as
  a learning tool
• and demonstrate an understanding of diverse
  cultures particularly
• those of the Francophonie
• (translated from APEF  Programme dÉtudes du
  Cours de Français novembre 2002)

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Classroom policies

• Homework
• Students have agendas in which to write the
• homework. The agendas are to be with them at all
• times and homework copied as it is given in each
• class.
• At the end of the day homework is reviewed during
• homeroom for verification purposes only. Each
• homeroom teacher has a web page page linked to
  the BJH
• homepage on the Internet, but technical problems
  may
• make updating the pages irregular.

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Classroom policies

• Attendance
• Your child is expected to be on time for school
  and
• classes. If your child is absent or will be late
  due to an
• appointment or unavoidable circumstances please
  call
• the school at 832-8994 or send a note in advance
  with
• your child. When your child is absent HE/SHE is
• responsible to seek out a classmate or check the
  web
• page before returning to school to find out what
  work
• was missed and make arrangements with the
  teachers to
• complete the missed work within a reasonable
  period of
• time.

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Classroom policies

• Classroom Procedures
• Students are expected to
• Speak French at all times.
• Participate actively and appropriately.
• Have all required materials for each class.
• (including a novel)
• Be on time for school and prepared to work.
• Be cooperative with all staff and peers alike.
• Follow our established school and classroom
• routines.
• Stay on task, listen to and follow directions to
  the best of his/her ability.

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Classroom policies

• Assessment and Evaluation
• Assessment is ongoing. It includes, but is not
• limited to, quizzes, projects, group work, and
• cooperative learning activities. Completion of
• assignments on time and appropriate
• participation will also be factors.

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What to Expect?
Before Christmas
Needs to listen a lot
Has limited comprehension
Makes approximations as to meaning
Takes risks and day by day gains self-confidence
Shows a certain level of insecurity about lack of total understanding of French
Uses knowledge English language structures to guess what teacher is saying
Gets used to the sound of French and daily routines
Begins communicating with classmates in French during class
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What to Expect?

• After Christmas
• Speaks in short sentences
• Has average (60) comprehension
• Can understand written messages with short,
  simple sentences
• Takes risks and acquires increasing
  self-confidence
• Shows an increasing level of security in new
  situations
• work independently more frequently
• Begins to be able to self-correct and recognize
  errors
• Readily communicates with classmates in French
  during class

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What to Expect?

• April - June
• Speaks in longer, more complex sentences
• Has almost total comprehension
• Can understand written messages with
  increasingly complex structures using abstract
  themes
• Continues to takes risks with confidence
• Can operate with autonomy in new situations
• Works independently and go achieve results above
  expectations
• Can produce oral and written texts based on past
  experiences
• Readily communicates with classmates in French
  during class

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French Language Arts(FLA)

• Teacher Vanessa Pike
• The French Language Arts in Immersion consists of
• four indicators
•   Valorization of the French language and
  cultural diversity
•    Listening and Speaking
•    Reading and Viewing
•   Writing and Representing.
• Within these four indicators are numerous
  Learning Outcomes. At
• the entry level (Grade 7) most of these outcomes
  are considered
• introductory and are in process of acquisition
  They are continued and
• mastered in the later grades (8 and 9).

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Math

• Teacher Sue Richardson
• Units of study

Number Sense Patterns and relationships
Geometry Integers
Probability Algebra
Measurement Decimals/Fractions/
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Math

• Course materials
• Grade 7 Math Curriculum Guide
• Mathématiques 7 text
• Manipulatives
• Teacher generated resources
• Computer Programs

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Sciences

• Teacher Sue Richardson
• The Science curriculum addresses general
  outcomes as well as specific unit related
  outcomes. Each unit of study encompasses the
  following general curriculum outcomes
• STSE Nature of Science and Technology
• Relationships between Science and Technology
• Social and Environmental Contexts of Science
  and Technology
• Skills Initiating and Planning
• Performing and Recording
• Analysing and Interpreting
• Communication and Teamwork
• Attitude Attitudes that support the responsible
  acquisition and application of scientific and
  technological knowledge
• Knowledge (unit specific)

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Units of Study
Unit Topic Subtopics
1 Ecosystems Biotic and Abiotic Factor Interactions, Producers, Consumers and Decomposers, Biological Classification, Energy Food Webs, Succession
2 Mixtures and Solutions Pure substances, Homogeneous and Heterogeneous Mixtures, Particle Theory, Concentrations of Solutions, Solubility
3 Heat and Energy Temperature measuring instruments, Kinetic Energy, Particle Theory, Changes of State, Heat Capacity, Conduction, Convection, Radiation
4 Earths Crust Rocks, Minerals, Soils, Mountains, Earthquakes, Volcanoes, Earths History (timeline)
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DPS

• Teacher Sue Richardson
• The Grade Seven DPS course is divided into six
  major units of study,
• which facilitate working on grade level specific
  outcomes related to the
• general curriculum outcomes.
• General Curriculum Outcomes
• A Students will be expected to demonstrate
  knowledge of the body, body functions and growth
  and development.
• B Students will be expected to demonstrate
  knowledge, skill and attitudes that contribute to
  active, healthy living.
• C Students will be expected to demonstrate
  knowledge of factors that contribute to healthy
  living, values and practices.
• D Students will be expected to demonstrate the
  knowledge, skills and attitudes necessary to live
  happily and productively as an individual, within
  a family and within the community.
• Specific Units if Study
• Learning Skills, Healthy Choices, Relationships
  and Learning for the Future

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Social Studies

• Teacher Vanessa Pike
• Theme - Empowerment
• 1.      Introduction What is empowerment,
  power, authority? 
• 2.      Economic Empowerment role of money in
  empowering or disempowering people/groups,
  commodities connected to Canadas history and
  today, future trends in economic empowerment.
• 3.      Political Empowerment Canadian politics
  of mid 1800s as related to class, gender,
  religion, culture, rural/urban etc, responsible
  government, Confederation (1867), post
  Confederation era-Federalism
• 4.      Cultural Empowerment Effects of
  Confederation on groups - Metis Red River
  Rebellion, Northwest Rebellion, Louis Riel,
  Aboriginal empowerment in the Maritimes and
  immigrant empowerment (1870-1914)
• 5.      Societal Empowerment Geo-political
  makeup of Canada (1900s), Industrial Revolution
  and the Maritimes/Canada, empowerment of women in
  the 20th century
• 6.      National Empowerment Canadian
  independence, World War One participation and
  changes in economics and politics post WW1.

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Special projects

• Université Sainte-Anne
• As part of the late French Immersion program in
  the HRSB, students participate in a four day
   mini-immersion  camp during the school year.
• This camp usually takes place in late April
  early May
• and has cost approximately 220.00 plus spending
• money for souvenirs and lunch on the return trip.

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Parent Contact

• It is often easier and faster for us to
  communicate via
• email. All staff email addresses are listed on
  the
• school web page under SCHOOL DIRECTORY or
• via our personal websites.
• If this is not possible or you prefer to speak
  with one
• of us directly, please call the secretary and
  leave a
• message at 832-8952.

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Summary

• The complete list of outcomes is available free
  of
• charge from the Nova Scotia Department of
• Education.
• (http//www.ednet.ns.ca/)