Grade 7 Curriculum Overview - Nanjing International School
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Grade 7 Curriculum Overview
Introduction
The Middle Years Programme focuses on the understanding that students in this age group are developing skills
that will help them to succeed in the rest of their academic and social lives. During this time, we recognise that
they are particularly aware of social and cultural influences. The MYP strives to make the most of this time of
growth to help students develop the capacity to become responsible for their own learning and to make informed
decisions.
Curriculum
NIS has a Pre-K to Grade 12 curriculum that ensures that each subject builds on prior understandings and skills.
As life is a complex myriad of relationships and connections, students engage with these understandings and
skills through units that allow students to grapple with complex ideas and look at a variety of perspectives. Each
unit in the MYP is developed around a Key Concept that provides a framework for learning. These concepts
encourage students to make connections between subjects, create personal relevance, and achieve higher
levels of critical, creative, and conceptual thinking.
Organisation of Subjects
From Grades 6 to 8, MYP offers a core set of subjects. These are outlined for this grade level in this overview.
Languages
Language A is for native/near-native speakers, whereas Language B phases represent a continuum of second
language learning. Depending on English proficiency students will be placed in appropriate leveled classes.
Students also study one or two additional languages. Languages other than English taught at NIS are Mandarin
A and B, French B, Spanish B, Korean A, and German A.
Assessment
MYP teachers use a variety of means to assess student progress regularly, applying assessment criteria
established by the IB. Full academic reports reflecting achievement on the subject area assessment criteria are
communicated in two Semester reports in January and June. Semester grades are represented on a 1-7 scale.
Nanjing International School provides the opportunity for NIS MYP Certificates at the end of Grade 10.
Contact
For additional information on any aspect of the Middle Years Programme, please contact the Head of Middle
School, Kasson Bratton: kassonbratton@nanjing-school.com
1Language Arts
Gr7 English A: Will provide students with the skills to respond to a variety of texts, develop a critical approach
to literature, communicate formally and appropriately in various situations through written and oral forms,
understand their own culture and those of others, gain a deeper understanding of human nature and read for
enjoyment.
Week Unit/Statement of Inquiry Key Concept Content Assessment
1-7 Thinking like an author/ Communities Analysis of literary Novel Study
How do authors use techniques Descriptive Write
language to impact the Produce original, Personal Narrative
reader? creative work
Using Language
8-14 Short Stories/Why are Creativity Narrative (Plot) Short Story
some stories better than Structure Composition
others? (3D) Character Study Short Story Analysis
Genre exploration
15-22 Flip the Script:Subverted Perspective Thesis statement Comparative
fairy tales/How can film composition analytical essay
be used to subvert Essay structure and
stereotypes? format
Stereotype analysis
Using Language
23-30 Persuasion in Action/How Communication Persuasive Compose and deliver
can words be more techniques in a persuasive speech
persuasive than money
or force? different text types
Key’s of public
speaking
31-38 Rites of Passage/What Identity Theme, Conflict, Mini-Memoir Podcast
are the “universals” of Symbolism
growing up?*
*In the context of the Literature Circle
literature circle Roles (Literary
Analysis,
Summarizing,
Vocabulary in
Context)
2Gr7 English B Phases 3-4: The focus is on the English skills needed to communicate independently and
confidently for academic and social purposes. Formal assessments will take place at the end of each semester
and the language status of each student reviewed. Parents will be kept informed of any changes. English for
Cognitive and Social Success (ECSS) support is given in place of a second language until students move from
English B Standard. The ECSS program develops skills in listening, speaking, reading and writing. This is
achieved through active classroom support in Humanities and Science, with consolidation in ECSS classes
two lessons a week.
Week Unit/Statement of Key Concept Content Assessment
Inquiry
1-2 Introduction and Communication identifying main and supporting Testing of reading
Testing ideas; drawing conclusions; basic comprehension and
essay structure. writing
3-9 Poetry translation Creativity Home-language poetry. English translations
of home-language
poetry.
10-17 Æsop’s Fables Connections Audio and print renditions of Criterion A and
Æsop’s fables. Criterion B written
responses.
18-14 The Birthday Communication Information about a famous person Keynote/Powerpoint;
Project from history who shares a birthday oral presentation
with the student.
15-22 Legends, Icons Culture Two chapters from the book Written responses
and Rebels Legends, Icons and Rebels (plus (Criteria A-D)
accompanying mp3 recordings).
23-30 Mirrormask Connection The film Mirrormask; various Screen-shot task;
recordings of the song “(They Long comparison-contrast
to Be) Close to You.” essay based on
versions of the song
“(They Long to Be)
Close to You.”
3Language Arts
Gr7 English B Phase 6: Grade 7 students develop and enhance the four skills of speaking, listening, writing,
and reading. Assessment throughout the year will be based on task-specific rubrics. Formal assessments will
take place at the end of each semester and the language status of each student will be reviewed. Parents will
be kept informed of any changes.
Week Unit/Statement of Key Concept Content Assessment
Inquiry
1-6 What makes an The Giving Tree • An oral presentation of
effective story? What • Theme and plot revision a story to PYP students
Communication • An introduction to essay • A literary essay
makes an effective writing analysing a children’s
story teller? story
7-16 How do journeys The Little Prince • A literary essay,
challenge and • Setting addressing the
• Developing an opinion question “The journey
change our Identity
• Writing effective or the destination?”
understanding of the paragraphs • Planet Nanjing, a play
world? outlining what you have
learnt about life since
arriving in Nanjing
17-29 To what extent is my Mrs Frisby and the Rats • Class debate: Motion -
education preparing of NIMH Animal testing should
• Debating procedures, be banned
me to make informed terminology and skills • A literary essay on the
choices? Connections
• Public speaking theme of civilisation as
• An formal open letter discussed in the novel
expressing an opinion Mrs Frisby and the
• Characterisation Rats of NIMH
30-38 To what extent A Wrinkle in Time A literary essay on the
should we conform? • Plot review theme of conformity in
• An introduction to the novel A Winkle in
Culture foreshadowing Time
An oral presentation on
A Wrinkle in Time
4Korean A
Gr7 Korean A: will provide students with the skills to respond to a variety of texts, develop a critical approach
to literature, communicate formally and appropriately in various situations through written and oral media,
understand their own culture and those of others, gain a deeper understanding of human nature and read for
enjoyment.
Week Unit/Statement of Key Concept Content Assessment
Inquiry
1-8 Eyes of a Child Connections Nine Year Old Life Create Character Analysis
Is happiness relative An engage in activities poster. Write short essay on
or absolute? to understand many relative and absolute
How much influence social, economical and happiness.
do we have on political factors in life Letter to a character in the
society? and vice during the 1960’s. novel.
versa? Realize the
importance of
friendship and love,
and the meaning of
responsibility.
9-16 Hymn of Life Creativity Analyzing poems Produce a presentation
Is an understanding Engage in activities to focusing on analyzing poems/
of a poem based on develop their abilities lyrics which reflect social
perspective or in comprehending a issues.
personal intellectual piece of poem/lyrics. Write a creative poem and go
level? Produce a piece of through processes to transfer
How can our poetry to express their it into a poem.
thoughts be own feelings.
expressed in a
concise manner?
17-3 Responding a novel Perspective MongShilUnNi Write a scenario for
1 through different Engage in activities to “MongShilUnNi” and this
genres understand the piece of creative writing
How did the Korean importance of focuses on the adaptation of
War effect the lives of perspective and factors of a scenario into a
Korean civilians? historical context in class material.
Can sacrifice for literature. Compare a part of the
one’s family be the Mongsil with that of a drama
same as happiness? called the Eye of upheaval
32-3 Backgrounds in Communities; “GamJa”, “DuPaSan” Write a creative piece, a
9 stories written before Culture and “Red Flame” small yet significant event will
independence Engage in activities to be changed and students are
understand the to carry the story on.
To what extent does importance of Discussion concerning the
environment affect environment on one’s factors affecting human
morality and ethical morality and ethical behavior
decision making? decision making
abilities.
5German A
Grade 7 German A will provide students with the skills to respond to a variety of texts, develop a critical
approach to literature, communicate formally and appropriately in various situations through written and oral
forms, understand their own culture and those of others, gain a deeper understanding of human nature and
read for enjoyment.
Week Unit/Statement of Key Concept Content Assessment
Inquiry
1-10 Explore the world! Perspective Reading, writing and Descriptive writing: Travel
watching texts of the Report
literary genre travel
report. When I´m
traveling or exploring
Nanjing, China or
other countries, how
can I describe what I
see, know, feel and
think?
10-20 You can not escape Communication Media is all around us. Argumentative Essay
the influence of How is media
media! persuading us? What
do I really think? Can I
use the same tricks to
persuade someone?
20-30 Are we all the same - Connections An intro into inclusion - Characterisation
or different? how do we treat
people different? What
assumptions do we
have? How do I want
to be treated? How do
characters in books
represent stereotypes?
30-39 Stories tell us what Creativity Discover the moral Summary
the authors think is and message of Creative writing
right or wrong different short stories,
fables, sagas or
legends.
6Spanish
The Grade 7 Language B Spanish course reinforces basics of the Spanish language to beginner learners. It
encourages students to use Spanish as a means of communication and offers insight into the cultural
characteristics of the Hispanic world while fostering curiosity, lifelong interest, and enjoyment in language
learning.
Phases 1-2
Week Unit/Statement of Key Concept Content Assessment
Inquiry
1-9 Family and friends. Communication Identities and Listening comprehension
How do families and Relathionships relationships Reading comprehension
friends differ? What is Extended family. Oral communication - talk about
our role within a family/ Physical description. my family and friends and my
community? Personality traits. relationship with them.
Statement of inquiry: Do you get along with…? Writing- describe my family's
The concept of the appearance and personality.
word "family" can be
different in various
cultures
10-18 Jobs and personalities Communities Identity and relationships Listening comprehension
How can interests and Identity Types of jobs and Reading comprehension
personality influence professions. Oral communication- my family's
my choices? Interests for the future job and my dream/ideal job
Statement of inquiry: (What would you like to Writing- poster/email/short story
There are many be?).
interesting jobs which Matching personalities
require specific and jobs requirements.
personal qualities/traits.
Work places.
Comparing jobs
(more..than…, less…
than)
19-23 Clothing. Connections Personal and cultural Listening comprehension
How does fashion Identity expression Reading comprehension
reflect my preferences? Describing types of Oral presentation - clothes and
Statement of inquiry: clothes. seasons
Clothing reflects our Writing-posters, emails, letters
interests and taste Likes and dislikes.
Fashion related to
weather,seasons and
different ocassions.
7Science
This is a general science course that caters for all learning styles and makes relevant links between science
and the student's life. There is a combination of practical laboratory classes, research and various writing
tasks. Computer technology is embedded in the curriculum to facilitate a deeper understanding of the content.
Week Unit/Statement of Key Concept Content Assessment
Inquiry
1-9 Density: Density is Student are re-introduced to the •Lab Report
an important laboratory and how to work safely. •Unit test.
property of matter. Students will review the particulate
nature of matter, mass and volume
and apply this knowledge to density.
9-17 Heat: How does it Student will use their knowledge of •Lab report
affect our lives both density to learn about heat and •Impact of Science
Project
now and into the temperature, conduction, convection •Semester exam
future? and radiation as methods of
transferring heat and uses of
(conductors and insulators).
Students finish with a major
research project on energy efficient
housing.
18-27 Disease: How Students are introduced to infectious • Impact of
should people and non-infectious disease. They Science Project
• IDU: Group
choose between then focus on the different
exhibition
prevention or cure? pathogens, spread of infection, • Topic test
details about bacteria and viruses • Lab Report
and the principles of vaccination and
immunity. Students investigate
examples of prevention vs cure.
Finally, students complete a major
investigation on a disease in groups
as part of the interdisciplinary unit
(IDU) with Humanities.
28-33 Chemistry: How do Students are introduced to the •Lab Report
the chemical concept of matter, learning about •Semester Exam
properties of atoms, compounds, mixtures, and
substances affect the differences between physical
their behaviour? and chemical reactions. Students
What are the roles learn the structure of atoms and
of acids and bases their position on the periodic table.
in our lives? Students learn how to separate
mixtures using mechanical means.
34-39 Rock Cycle: Over Students are introduced to the •Lab Reports
time things change different types of rocks (igneous,
and repeat. metamorphic, sedimentary rock).
The students learn about how these
rocks are linked in the rock cycle. 8Mathematics
The Grade 7 Mathematics course is taught in homeroom groups. It has been devised to help students to
continue fully mastering the basic skills in all areas of Mathematics, whilst introducing them to new concepts
and ideas.
Between the listed units there are also investigations developing skills from multiple units in a practical
application of mathematics.
Week Unit question Key Concept Content Assessment
1-7 Properties of Numbers: Form • Number talks • Fraction pattern
An understanding of how • The Number System investigation (B,C)
• Number Operations
numbers in different • Fractions: Equivalence, • Summative Test (A)
representations relate to simplifying, adding,
each other and their subtracting, multiplying
and dividing
context allows for us to
• Directed Numbers
choose the best • Review: Factors and
representation for solving a Multiples
particular problems.
8-16 Statistics: Logic • Mean, median, mode • Fitness
Tracking data and using • Range, interquartile range Interdisciplinary Unit
• Box plots with P.E. (D)
logic can help make • Collecting and organizing
decisions. data • Summative Test (A)
• Statistical inquiry process
18-22 Algebra: Patterns Relationships • Linear and quadratic • Pattern Talk (B,C)
Patterns are all around if Patterns
• Substitution into • Summative Test (A)
you look close enough. Formulae
• Plotting patterns on
graphs
• Create rules for patterns
23-27 Number: Fractions, Form • Operations and • Big Math and Fries
Decimals, Percentages Conversions using (D)
Percentages, Fractions
Numbers can be written is and Decimals. • Summative Test (A)
various forms to solve • Finding Percentages and
particular problems. Fractions of Amounts
• Applications of
Percentages.
28-32 Algebra: Expansion, Relationships • Simplification and • Algebraic Patterns
Factorization and Factorization (B,C)
• Expansion
Equations • Inverse Operations and • Summative Test (A)
Problems can be solved by Solving Equations.
understanding opposing
relationships.
34-38 Angles, Lines and Form • Points and Lines • Golf course (D)
Parallelism • Measuring and
Classifying Angles • Summative Test (A)
Modeling activities through • Angle Properties
relationships and form. • Parallel Lines
9Humanities
This grade level’s theme is: Responsibility. Students learn the need to be responsible in a global world and
understand the impact that a person can have on another or their environment. Students are taught to be
reflective about their actions and how they can be a positive influence in their world today.
Week Unit/Statement Key Concept Content Assessment
of Inquiry
1-12 Conquest: Change This course examines the Daily life oral
Power can be impact of the Spanish presentation.
used by one conquest of the Aztec and Inca Source Analysis.
civilization to civilization. Spanish conquest
change the research project.
culture and
identity of
another.
13-21 Healthcare: Systems History of medicine focusing Ancient medicine
Systems are not on ancient civilizations and the Comic Book.
always developed Black Death. Examine the Health and Medicine
upon fairness and healthcare initiative the United IDU exhibition.
choice. Nations and other NGO in
combating disease on global
scale. We focus on the
transmission of disease with
Science as a part of an IDU.
22-33 Tourism: Global Interactions Study of the positive and Test on Traveler’s
Responsible negative impact of tourism; Code.
interactions with how to make sustainable Study analysis.
people and choices when travelling. Tour website.
places involve Examining sustainable Economic sectors
making economic activities - primary, report.
sustainable secondary, tertiary and
choices quaternary; the formal and
informal economic sectors.
34-39 Biomes: Time, Place, Space What is physical geography? Map work
Appreciating What is an ecosystem?
natural places Deserts: Characteristics, Case study
and spaces can locations, formation, plant and
raise awareness animal adaptations,
about sustainable desertification.
living (time). Rain forests: Characteristics,
uses, deforestation,
preservation.
10Chinese
Mandarin A will provide students with the skills to respond to a variety of texts, develop a critical approach to
literature, communicate formally and appropriately in various situations through written and oral media,
understand their own culture and those of others, gain a deeper understanding of human nature, and read for
enjoyment.
Week Unit/Statement of Key Concept Content Assessment
Inquiry
1-8 Novel: Perspective Texts:
Journey to the West Creative
The definition of a hero, Adventure, Writing &
depends on one’s imaginative writing, Character analyzing
perspective. characterizations,
Human nature
9-18 Fables and Idioms: Connections Texts:
Yu Yan Si Ze Debate
Language is a tool for Zheng Ren Mai Lu Rewrite from classical
personal growth, social Ke Zhou Qiu Jian language to modern
interaction and for language
developing relationships Chinese sayings, history, moral, personality
within the community.
19-27 Prose: Culture and Culture Selected texts from the textbook Yu Wen:
tradition Duan wu Ri Descriptive writing
Ben Ming Nian de Hui Xiang
Reading a diverse Zhong Qiu Yong Yue Shi Ci San Shou
Analytical writing
variety of texts gives Traditions, values, feelings; narrative,
insight into Chinese describing, expressing etc.
culture and traditions,
and a deeper
understanding of the
style of Chinese
literature.
28-33 Short stories: Change Texts:
Growing pain Wei Ren Xi Bao Creative writing
Dang hai dao qu
Short stories are a Ba Ba de Hua er Luo le Literal analysis
reflection of us as
people, what we do and Family, relationship, society, personality, life
Oral presentation
how we are changed skills, characterizations; writing process.
and shaped through
experience.
34-39 Poetry: Creativity Texts: Oral presentation
What is poetry? Shao Nian Ge
Sheng Huo Shi Duo Me Guang Kuo Creative writing
Language is a vehicle
for thought creativity, Poetic devices, differences between classic
learning, reflection, and poems and modern poems.
self-reflection.
11Chinese
Gr7 Mandarin B will develop the students’ ability to communicate information, ideas and opinions, provide
access to varied sources of information and enable the student to develop an appreciation of host country
culture.
Phase 1-2
Week Unit/Statement of Inquiry Key Concept Content Assessment
1-9 Family Culture Immediate and Presentation; reading
Family members can be extended family comprehension; writing
members and test
identified according to their
relationships.
appearance.
10-17 Clothes Identity Seasons, weather, Magazine article writing,
Clothing reflects our clothing reading comprehension.
interests and tastes. and different
occasions
18-25 Sports and Hobbies Change Sports and hobbies, Reading comprehension,
the presentation.
Our interest and advantages of
environments influence our exercising
Phase 3-4
choices of hobbies.
26-32 Jobs Connections Jobs and activities, Role play, letter writing.
Our jobs influence our lives. work places
33-38 Health Communication Body parts, minor Reading comprehension,
How do we keep healthy? illness, retell stories, rearrange
basic treatment.
the story.
12Phase 3-4
Week Unit/Statement of Inquiry Key Concept Content Assessment
1-9 Food and Culture Culture Food names, nutrient facts, food Poster making, reading
pyramid, a variety of factors comprehension,
Different countries have affect the type of foods people presentation.
different food cultures. eat.
10-17 Celebrations Communication The nature of celebrity. Magazine article writing,
Identity reading comprehension.
Students will understand
that the more famous they
are, the more
responsibilities they have
to shoulder.
18-25 Traditional Costume Change Terminology for traditional Reading comprehension,
Culture clothes: factors affecting the presentation.
Natural environment style of clothing including
shapes culture and ways geographical location, climate/
of life. weather, religion, natural
resources
26-32 Animal Protection Connections Different types of animals in their Role play, letter writing.
habitats, food chains,
Animal habitats impact on animal protection.
human survival.
33-38 Fable Stories Creativity Idioms through stories. The Reading comprehension,
cultural background behind retell stories, rearrange the
Fable stories delineate stories. story.
different morals.
13Chinese
Phases 4-5 (use the Phase 4 curriculum)
Week Unit/Statement of Key Concept Content Assessment
Inquiry
1-9 Food and Culture Culture Food names, nutrient facts, food Poster making, reading
pyramid, a variety of factors affect comprehension, presentation.
Different countries the type of foods people eat.
have different food
cultures.
10-17 Celebrations Communicatio The nature of celebrity. Magazine article writing, reading
n comprehension.
Students will Identity
understand that the
more famous they
are, the more
responsibilities they
have to shoulder.
18-25 Traditional Change Terminology for traditional Reading comprehension,
Costume Culture clothes: factors affecting the style presentation.
of clothing including geographical
Natural environment location, climate/weather, religion,
shapes culture and natural resources
ways of life.
26-32 Animal Protection Connections Different types of animals in their Role play, letter writing.
habitats, food chains,
Animal habitats animal protection.
impact on human
survival.
French
33-38 Fable Stories Creativity Idioms through stories. The Reading comprehension, retell
cultural background behind stories, rearrange the story.
Fable stories stories.
delineate different
morals.
14French
The Grade 7 Language B French course encourages students to use French effectively as a means of
reasonable communication and offers insight into the cultural characteristics of the Francophone world whilst
fostering curiosity, lifelong interest, and enjoyment in language learning.
Phase 1-2
Week Unit/Statement of Inquiry Key Concept Content Assessment
1-7 Family and friends. Communicati Extended family Listening comprehension
on Height and weight Oral communication
Family members can be Connections Physical description Reading comprehension
identified according to their Zodiac signs Writing
different size and appearance. Comparison
8-18 Work. Communities Jobs Listening
Identity Places of work comprehension
Our jobs influence our lives. Opinion Oral communication
Personality Reading
comprehension
Writing
19-22 Shopping. Connections Clothes and accessories Listening comprehension
Identity Likes and dislikes Oral communication
Clothing reflects our interests Shops Reading comprehension
and tastes. Writing
23-28 Health. Communicati Body parts Listening comprehension
on Minor illnesses Oral communication
We can use body or verbal Systems At the doctor’s Reading comprehension
language to communicate Basic treatment Writing
how we feel.
29-38 Leisure. Identity Sports and hobbies Listening comprehension
Time, place Weekend activity schedule Oral communication
Our interests and environment and space Music instruments Reading comprehension
influence our choice of Likes and dislikes Writing
hobbies.
15Design
This year students will enjoy two semesters of Design provided in three focussed environments. Students are
challenged to solve problems during one semester in Product Design (PD), Systems (SD) and Digital Design
(DD) and one semester in an integration of the 2 strands of design not covered in the other semester. Grade 7
students are reinforcing their knowledge of the Design Cycle throughout these units.
Design (two semesters)
Semest Unit/Statement of Key Concept Content Assessment
er Inquiry
Product Express yourself Introduction to die Inquiring and Analysing
Time casting metal, finishing Developing Ideas
metal and designing in Creating a Solution
a style. Evaluating
System FLL Competition and First Lego League (FLL) Inquiring and Analysing
Task Robotic skills Developing Ideas
Creating a Solution
Evaluating
Ditgital Dressing it up Digital manipulation Inquiring and Analysing
(Photoshop) Developing Ideas
Creating a Solution
Evaluating
Product/ Express yourself Introduction to die Inquiring and Analysing
Digital safely casting metal, finishing Developing Ideas
metal and . Creating a Solution
Evaluating
Product/ Express yourself in 3D Introduction to die Inquiring and Analysing
System casting metal, finishing Developing Ideas
metal. Design own part Creating a Solution
to print on 3D printer Evaluating
Digital/ Lego Movie Animation Robotics Inquiring and Analysing
System Systems Developing Ideas
Creating a Solution
Evaluating
16The Arts
Students in Grades 6-8 choose 2 Arts subjects from Drama, Music and Visual Arts. They have 1 semester of
each of their 2 choices.
Music
Students in grade 7 study tourism within their Humanities course. As part of this interdisciplinary unit,
music students will study how locations around the world have provided musical inspiration for
compositions and performances. This will result in the student creating their own piece of popular
music. Students will have both theoretical and practical work, in both individual and group settings,
that allow them to grow as musicians, while helping to solidify their foundational knowledge for the
upcoming years in MYP. This will be done through process work in the Process Journal.
Week Unit/Statement of Key Concept Content Assessment
Inquiry
3-8 This unit will have a
Performance: Using their skills strong focus on the
and their knowledge of the creative cycle and how
Elements of Music, students will their process journals
perform the music related to
Tourism: Music show their development
specific locations.
helps us to
as musicians over time.
immortalise our
traveling Communication
9 - 18
experiences. / Personal and Composition: Students will Mini-tasks relating to
Cultural study compositional techniques, different location-inspired
This unit is linked Expression including chord maps, aleatoric,
music will be used and
to the Grade 7 rhyming schemes, song
structures, and country studies. recorded into iMovie.
Tourism
Humanities unit. Short quizzes and a
process journal will
highlight knowledge
gained. A summative
song compositional task.
17Drama
Drama students in Grade 7 are exposed to a range of dramatic styles and techniques. The first unit of study
focuses on developing improvisation skills and allows them to think quickly and creatively. The second unit
enables them to explore the techniques used in oral storytelling, particularly focusing on voice and physical
expression. Through a range of activities they develop confidence to perform in front of others. They document
their progress through the use of the developmental workbook. They use this to reflect on their work and record
ideas.
Week Unit/Statement of Key Concept Content Assessment
Inquiry
Improvisation - the art CONNECTIONS
1-8 Comedy Improvisation Reflecting and recording
of quick thinking! through a range of activities ideas using the
and Theatre Sports Games Developmental workbook.
Taking part in a Theatre
Life is an improvisation!
Sports Competition
The art of storytelling COMMUNICATION
9-13 Learning the art of Reflecting and recording
storytelling focusing on vocal ideas using the
We are all storytellers and physical expression. Developmental workbook.
Performing a story to a
Public audience.
18The Arts
Visual Arts
Visual Arts in Grade 7 introduces students to new and more complex art making processes. Students will learn
a variety of practices and skills including various drawing and collage techniques, large 3D model making and
painting. Students will use the Process Journal to explore and express their own ideas and to develop new
media skills and art techniques. They are also used to document research and to make preparatory work.
Week Unit/Statement of Key Concept Content Assessment
Inquiry
1-9 Unit 1 Scientific & Working independently Submission of a
Bacteria IDU Technical to design and create a completed 3D model of
Innovation 3D model of a bacteria. a bacteria and related
Multiple disciplines information about it.
can influences and Creative drawing and
compliment one constructing a 3D model Process Journal
another. using clay. detailing working
process including
Painting or glazing their ongoing reflection and
completed model evaluation.
bacteria.
10-19 Unit 2 Personal & Cultural Research Observational Submission of a
Repeat Pattern Expression drawing, completed piece.
Print enlarging an image,
creative drawing & use Process Journal
Pattern can be of Photoshop detailing working
created by process including
studying the ongoing reflection and
natural world. evaluation.
19Physical Education
PE in Gr 7 focuses on the development and application of specific locomotor, non locomotor, and manipulative
skills. In 1st semester this is achieved through participation in health-related activities, net games and
composition. In 2nd semester, through aquatic activities, composition, games and track & field. The emphasis
is making choices leading to a healthy lifestyle.
Week Unit/Statement of Inquiry Key Concept Content Assessment
1-8 Net Games - Choices Volleyball focus - Scoring, Observation,
made by players lead rotation, dig, set, serve, assessment of specific
to constantly changing spike, introduction to pass/ skills. Assessment of
movement within court set/attack concept. the effort, and
systems. progress made.
7& Health Related This unit is divided up into Observation,
20-2 Activities - How can I smaller focus units assessment of specific
improve my health & throughout the year and skills.
6 fitness? covers; Skeletal & Projects or quiz for
How can I develop Muscular Systems, Fitness each topic.
healthy habits? and Nutrition
8-14 Movement Incorporation of gymnastic Observation,
Composition - Adding and creative movement in assessment of specific
props to a movement a routine that expresses skills and creative
routine increases the the given theme. Props are compositions of
level of energy, used for this task movements.
coordination and (gymnastic ribbons, hoops)
concentration needed
to achieve an
aesthetic balance.
15-1 Swimming and Water Water safety techniques Observation,
9 Safety - Refining and stroke development. assessment of specific
skills, knowledge and (course is adapted to the skills. Emphasis on
awareness about the ability of the students) active participation and
changing conditions of progress
aquatic environments
can increase the
safety of ourselves
and others whilst
participating in a range
of water-based
activities.
27-3 Athletics - Refining Track and field events Observation,
2 movement techniques (throwing and jumping) assessment of specific
lead to an using 5* Athletics Award skills related to Athletic
improvement in events.
performance in athletic
events.
33-3 Invasion Games - Touch Rugby or Flag Students will be
8 Movement choices Football focus - observed and
determine how space Introduction to the rules assessed on practical
is created. and main concepts of the skills, strategies,
game. Practice of basic tactics and game play
skills and tactics. according to the
Application of skills in a criteria and descriptors
game setting. set out for the unit.
20The Curriculum - Grade 6, 7 & 8
To ensure a strong knowledge base in all subjects the following are offered: Language A, Language B,
Mathematics, Mandarin, Sciences (6,7,8), Design, Performing and Visual Arts, Physical Education.
Interdisciplinary Units provide the focus for developing the connections between the disciplines, so that
students will learn to see knowledge as an interrelated, coherent whole.
Subject Periods %
English 5 12.5
Mandarin 4 10
Languages 4 10
(French/ECSS)
Humanities 5 12.5
Sciences 4 12.5
Math 5 12.5
Design 4 10
Drama/VA/Music 4 10
Life skills HR 2.5
PE 3 7.5
TOTAL 40 100
21Contact Details
Nanjing International School
Xue Heng Lu 8
Xian Lin College and University Town
Qi Xia District
Nanjing 210023
P.R.China
Phone: +86 25 85899111
Fax: +86 25 85899222
http://www.nanjing-school.com
Director: Head of Primary:
Mr Laurie McLellan Mrs Marina Gijzen
lauriemclellan@nanjing-school.com marinagijzen@nanjing-school.com
Deputy Director - Learning: Head of Middle School:
Mrs Arden Tyoschin Mr Kasson Bratton
ardentyoschin@nanjing-school.com kassonbratton@nanjing-school.com
Deputy Director - Operations and Finance: Head of Upper School:
Mr Arek Owczarek Dr Juan Saavedra
arekowczareck@nanjing-school.com juansaavedra@nanjing-school.com
Admissions Director: Counsellors:
Mrs Sue Northcott Ms Kris Bezzerides (K-G8)
suenorthcott@nanjing-school.com krisbezzerides@nanjing-school.com
Mr Scott Langston (G9-G12)
scottlangston@nanjing-school.com
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