Abington Junior High School

2020 – 2021 Program of Studies

Grades 7 & 8

Abington Junior High School 2056 Susquehanna Rd.

Abington, Pa 19001 Phone: 215-884-4700

www.abington.k12.pa.us

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Mission Statement: Building upon the historical and culturally diverse roots of our community and its proud traditions, and recognizing the uniqueness of each student, the Abington School District promotes excellence as our standard and

achievement as the result.

INDEX

Introduction 4

Academic Guidelines 5

Counseling Program and Services 8

Course Requirements 9

Course Descriptions

Art 11 Design Thinking 12 English 13 Family and Consumer Science 14 Health and Physical Education 15 Mathematics 16 Music 17 Reading 18 Science 19 Social Studies 20 Technology 21 World Language 28 Special Education 30

7th and 8th Grade Planning Guide 31

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BOARD OF SCHOOL DIRECTORS

The outstanding quality of the educational program in the Abington School District through the years has been a reflection of the strong values that the people of the community hold for education. These values are perhaps nowhere better exemplified than in the high standards and strong educational commitment of the Board of School Directors.

Mrs. Shameeka Browne President

Mrs. Jennifer O’Rourke

Vice-President

Mr. Brian Allen Mr. Daniel Sean Kaye

Dr. Tamar Klaiman Raymond McGarry, Esq.

Dr. Melissa Mowry Mrs. Jocelyn Pickford Adam M. Share, Esq.

Jeffrey S. Fecher, Ed.D. Superintendent of Schools

Principal’s Message

The AJHS Course Selection Guide describes all of the academic opportunities in grades 7 and 8 at the Junior High School. We offer a rigorous and engaging program of studies. This includes English, mathematics, reading, science, technology, humanities, art, music, world language, social studies, physical education and health. Our curriculum successfully prepares students for their high school experience.

The brief course and program descriptions included in this planning guide serve

as an introduction to the course options available to you in 7th and 8th grade. This information should be discussed with your parents/guardians, counselors and teachers. The result can and should be a program of studies that reflects your past record of achievement, your abilities and interests, and your goals.

Mr. Daniel File

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INTRODUCTION

Academic Program Students at Abington Junior High School are able to take advantage of a flexible curriculum, which is tailored to meet individual needs. Elective programs include offerings in art, English, family and consumer science, technology, music, social studies and world language.

Daily Schedule Abington Junior High School operates an eight period daily bell schedule with optimal student learning as the focus.

Bell Schedule

8:10 9:03 Period 1

9:07 9:54 Period 2

9:58 10:45 Period 3

10:49 11:10 Period 4A

11:14 11:35 Period 4B

11:39 12:00 Period 5A

12:04 12:25 Period 5B

12:29 12:50 Period 6A

12:54 1:15 Period 6B

1:19 2:06 Period 7

2:10 3:00 Period 8

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Purpose of the Course Selection Guide

This Course Selection Guide has been developed to assist you in the course selection process. Please read this guide carefully. A meaningful school experience is dependent upon the courses you select. The most appropriate program of study is best achieved through the active collaboration of students, parents/guardians, counselors and teachers.

Course availability will depend on the number of student requests and the availability of highly-qualified, certified staff. Every effort will be made to meet the individual educational aspirations of Abington Junior High School students.

ACADEMIC GUIDELINES

Course Selection Information

Academic proficiency is the critical element and should take priority in decisions concerning course selection. Parents/guardians are an integral part of the course selection process and are provided an opportunity to indicate for their student applicable course selections for honors courses, college preparatory courses, and elective courses. Open enrollment is available for all courses; however, a decision to select an honors course should reflect academic proficiency and teacher recommendations. Teacher recommendations are to be based upon review of the student’s most recent standardized test scores, classroom performance, completion of course pre-requisites, and consultation with the department chairperson and the guidance counselor. No single criteria will automatically exclude any student from a course.

Academically able students with high scholastic attainment are encouraged to enroll in honors classes. Honors courses typically will differ from college preparatory classes in pace, breadth, and depth. Membership in these classes will be noted on transcripts. It is expected that students who are successful in honors courses should be well prepared for examinations like the College Entrance Examination Board Advanced Placement Examinations. Most colleges offer advanced placement and/or credit to students who do well in these examinations.

The junior high school instructional program offers honors courses in the required areas of English, mathematics, science and social studies as well as world language and elective courses. In addition, during the junior high school experience, there are required courses in art, general music, health and physical education, reading, and STEM. The secondary program also includes electives in art, computer and information technology, computer science, family and consumer science, music, reading, and world languages.

Students who have not demonstrated proficiency on their most recent PSSA examinations in English Language Arts, Mathematics and Science (or per curriculum standards) may be recommended for additional periods of instruction in the respective subject area(s).

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The school day is divided into eight class periods of instructional time. To take advantage of the coursework available at Abington, students are required to request a full course load of 32-35 class periods. Each year, students must register for courses in English, mathematics, science, and in social studies. Additional courses in world language and arts and humanities are strongly suggested.

Opportunities to Learn

The Opportunities to Learn initiative in Abington School District promotes achievement for all students and equal access to challenging secondary studies. Since its inception, 90% of Abington High School graduates have progressed to post-secondary studies. Abington students have the opportunity to engage in rigorous college preparatory or honors course work, with the expectation that students can pursue further academic advancement after their successful completion of high school. The current academic program incorporates differentiated learning techniques, with a strong emphasis on the infusion of technology in direct instruction, in order to provide students with the necessary skills to succeed in furthering their academic pursuits beyond high school.

Abington Junior High School upholds the tenets of the Opportunities to Learn initiative by providing a wide array of academic supports. Students have access to professional staff members in English, social studies, mathematics, science and world language through tutorial/study/workshop periods that support our honors and college preparatory courses. Teachers in major subject areas incorporate a vast array of study and organizational skill instruction into their academic programs, including note-taking strategies, outlining methods and reading strategies. Members of the guidance department provide individualized study and organizational skill development.

Course Request and Schedule Change Policy

The master schedule and the assignment of faculty are based on students’ course selections made during the spring. Students are encouraged to make their course requests consistent with their planned program and long-range educational goals. When students complete their course selection, they are making a commitment to complete the courses requested.

Courses will be offered based on enrollment and availability. If students request a course that is not included in the master schedule or cannot be included in their individual schedules, they will be scheduled for an alternate course. Students satisfactorily completing summer school by the end of July will be scheduled in the appropriate courses subject to class availability.

Once school begins, a student must have the recommendation of the current teacher of the course, the department chair, and his or her counselor to make a course change.

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Homework

The educators of Abington Junior High School believe that homework is a vital part of the process of education. Course work completed outside the classroom reinforces skills and knowledge enriching the student’s personal growth. One goal of education is to assist students to become responsible, capable, and independent life-long learners.

Teachers are in the best position to diagnose the needs of their students and to stipulate homework to meet those needs. Parents/guardians have an important role in providing their children with the time, the support and the conducive environment for completing assignments at home. Students are responsible for completing their own assignments and for coming to class prepared every day.

Grading System

A=90–100 B=80-89 C=70-79 D = Passing grade 60 - 69 E = Failing - eligible for Summer School 40% - 59% F = Failing – ineligible for Summer School 0 – 39% M = Medical W = Grade withheld and/or work incomplete

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COUNSELING PROGRAM AND SERVICES

Guidance Services

The guidance program is developmental and comprehensive in design to help students recognize their potential and become independent persons. The focus is to provide students with the information they need to make wise decisions affecting their educational and personal lives.

School counselors assess students’ needs, identify the obstacles that may hinder student success, and advocate strategies to support learning and growth. Counselors work collaboratively with parents/guardians and teachers to assist in course selection and post-high school planning. Students are also encouraged to consult with their teachers for recommendations regarding course selection and placement.

The junior high school counseling program includes: parent/guardian workshops, individual and group counseling, crisis intervention, classroom lessons and many other types of academic and emotional support.

Many counselors are members of the Student Assistance Program (SAP) whose mission is to collaborate as a team with students, parents/guardians, teachers and community agencies to identify students at high-risk and to facilitate appropriate interventions. Teachers, parents/guardians, students or administrators may refer a student for this service.

Psychological Services

Our school psychologists provide direct and indirect services to students, parents/guardians, and teachers. They work as part of various teams in order to support students. Team members work in a collaborative manner to address student needs in the general education program. If the team or parent believes that a student may be in need of special education services, the psychologist coordinates the evaluation process. This includes gathering information from parents/guardians and teachers, completing classroom observations, administering psychological and educational assessments and assisting in the development of an Individual Education Program (IEP), if appropriate. Facilitating counseling groups, assessing student eligibility for gifted services and coordinating the re-evaluation of special education students are other psychological activities.

Gifted Support Services (PA School Code Chapter 16)

Students are determined to be eligible for gifted support services if they meet multiple criteria. A Gifted Individual Education Program (GIEP) is developed for eligible students. For more information, contact the building principal, Coordinator of Student Support Services, or the school counselor.

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Special Education (PA School Code Chapter 14)

The district provides Special Education instructional programs and support services to school-aged children who have been identified by an evaluation team as eligible and in need of specially designed instruction and an Individual Education Program (IEP). The instructional adaptations and individualized strategies are focused on maximizing the student’s academic achievement and social-emotional growth. The district operates Learning, Emotional, Autistic and Life-Skills Support programs K-12. Personnel include a special education coordinator, special education teachers, instructional aides, psychologists, speech and language teachers and itinerant teachers for occupational therapy, physical therapy, vision and hearing.

Protected Handicapped Services (PA School Code Chapter 15)

The district also provides services, related aids or reasonable accommodations for those individuals identified as protected handicapped students. Students are eligible for a Section 504 Service Agreement if they have a physical or mental disability which substantially limits a major life activity such as caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, learning, breathing, or working. Plans are developed to provide reasonable accommodations for the student to be successful in the general education program. For more information, contact the building principal, school counselor or the Coordinator of Student Support Services.

COURSE REQUIREMENTS FOR GRADES 7 and 8

Required Courses

GRADE 7 GRADE 8

English Language Arts 7 English Language Arts 8

Social Studies 7 Social Studies 8

Mathematics Mathematics

Science 7 Science 8

Reading, Reading Across the Curriculum Reading, Reading Across the or Critical Thinking for the Gifted 7 Curriculum or Critical Thinking for the

Gifted 8

Health and Physical Education 7 Health and Physical Education 8

Art 7 General Music 8

STEM I STEM II

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Elective Courses

GRADE 7 GRADE 8

World Language (Choices below) World Language (Choices below)

Band 7 Band 8

Chorus 7 Chorus 8

Orchestra 7 Orchestra 8

Ceramics Advanced Multimedia Technology

Fitness for Life Art I

Multimedia Technology Ceramics

Personal Development Family and Consumer Sciences 8

Video Production Fitness for Life

Multimedia Technology

Video Production

World Language Courses*

Grade 7 Grade 8

German German** French French Spanish Spanish Mandarin Chinese Mandarin Chinese**

*See course descriptions to determine course placement. **Course sequence begins in seventh grade.

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COURSE DESCRIPTIONS

ART

Art 7 (Required)

The expectation for visual art for seventh graders is that they all complete the course saying, “I can make art successfully.” The technique and theory-driven curriculum strives to broaden the student’s definition of what art can be. We explore art as a means of communicating and celebrate the endless possibilities in creative problem solving. Projects cover drawing, painting, design, and ceramic skills. Activities can be teacher directed, independent, or cooperative in nature.

Art I (Elective)

This course is designed for students of all levels and abilities. Students will be given the opportunity to experience a variety of both two and three-dimensional art forms and to use the most current tools and materials available to express themselves. To better appreciate and analyze works of art, students will also study related vocabulary, history, aesthetics, and criticism.

Ceramics 7, 8 (Elective)

This course is designed for students who love working in clay. Students will learn all aspects of sculpting using “hand built techniques.” This is known as slab and coil and Bah relief. Students work at their own level of experience. Student work is glazed and fired. Students work with both white clay and terracotta clay.

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DESIGN THINKING

Overall Program Description: Design Thinking courses offer an interdisciplinary approach to learning where rigorous academic concepts are coupled with real world challenges that allow students to apply 21st century skills to become informed citizens and life-long learners. These courses are heavily focused on teaching students how to use and incorporate technology in new ways and providing students a foundation in innovation, creative and critical thinking, collaboration and communication (i4C). Computational and engineering challenges engage students in the Design Thinking Process in authentic ways while building character traits such as integrity, responsibility, and resilience. STEM I (Required course in Grade 7) STEM I engages Grade 7 students in the design thinking process to solve computational and engineering challenges using block- and text-based coding, digital modeling, and 3D printing. STEM II (Required course in Grade 8) STEM II engages Grade 8 students in the design thinking process to create hardware and software solutions and multimedia productions.

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ENGLISH

Overall Program Description:

In pursuit of excellence, the Abington Junior High School English Department is committed to a diverse and rigorous curriculum. Coursework is designed to develop each student’s capacity to comprehend and respond to a variety of texts, both literary and informational, across disciplines. Writing instruction in each course focuses on developing the skills of informational, argumentative, and narrative writing, as well as the ability to research and provide relevant evidence required to analyze texts. Students consistently practice communication skills that enable critical listening and effective presentation of ideas. The vocabulary experiences in this course are designed to allow students to access more complex texts.

English Language Arts 7

This course is designed to teach students to identify and analyze structural elements particular to fiction, nonfiction, poetry, and dramatic literature. This course is designed to present all traditional forms of communication skills including writing, speaking, reading, and listening. It incorporates the study of literature with vocabulary, grammar and usage units, and comprehensive instruction of the writing process. Writing instruction in the course leads to effective composition of informative, argument, and narrative writing.

Honors English Language Arts 7

Honors-level courses include more challenging content and are designed to include an increased level of independence.

English Language Arts 8

This course is designed to teach students to identify and analyze structural elements particular to fiction, nonfiction, poetry, and dramatic literature. Students will read novels, emphasizing reading strategies that address comprehension and reading fluency. Writing unit workshops will focus on text dependent analysis, expository, narrative, and argument writing. This requires a planned, sequential, explicit writing program, with instruction that gives repeated opportunities to practice each mode of writing and to receive explicit feedback at frequent intervals.

Honors English Language Arts 8

Honors-level courses include more challenging content and are designed to include an increased level of independence.

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FAMILY AND CONSUMER SCIENCE

Personal Development – 7th Grade Elective

“Managing Myself” is the ongoing theme for this course. The focus will be on developing skills for independence and self-sufficiency. Topics explored in this course include various aspects of food preparation for simple snacks and meals, functions and dynamics of family environments, creative use of leisure time through a hand sewing project, team building and leadership skills, independent living skills, problem solving, as well as personal safety issues. Each unit of study will encompass hands-on learning activities such as food preparation labs, hand sewing and mixed media journaling, in addition to group and individual learning activities/lessons with a more traditional approach.

Family and Consumer Science 8 - Elective

Consumer Awareness is explored with a focus on marketing and advertising strategies, packaging, label reading, and product quality/value, in order to develop more informed decision making skills. Aspects for interpreting food nutrition labels, the “My Plate Model” for healthier eating, and dietary guidelines are incorporated into meal planning activities.

Child Development with components of nutrition, safety, age-appropriate expectations, and stages of development are studied to promote responsible choices for personal well-being in addition to care-taking roles. Food Preparation overlaps both of these areas, incorporating safety, sanitation, measuring, recipe reading and meal planning. Students will also complete a hands-on creative project with fabric, to support crafts that can be done in conjunction with the child development and consumer awareness units.

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HEALTH and PHYSICAL EDUCATION

Health and Physical Education – 7th Grade

Students enrolled in this course will be introduced to a comprehensive standards based curriculum with an emphasis on personal safety, decision making, goal setting, career exploration, adolescence/puberty, bullying prevention, and substance abuse prevention. The physical education program will address both the needs of the individual and of the class. Each student will have the opportunity to grow physically, intellectually, socially and emotionally. Through a broad range of activities that emphasize a positive approach to overall fitness and lifetime sports, students will have the opportunity to explore, develop competence and view themselves in a positive light.

Health and Physical Education – 8th Grade

Students enrolled in this course will reinforce concepts and skills essential to a healthy lifestyle. They will focus on decision making, career exploration, personal safety, bullying prevention, substance abuse prevention, and adolescence/puberty. The physical education program will address both the needs of the individual and of the class. Each student will have the opportunity to grow physically, intellectually, socially and emotionally. Through a broad range of activities that emphasize a positive approach to overall fitness and lifetime sports, students will have the opportunity to explore, develop competence, and view themselves in a positive light.

Adapted Physical Education

This is a diversified program with developmental activities, games, and sports for students with limitations or disabilities who may not safely or successfully participate in the regular physical education program. (Approval of the family physician and parent/guardian is required.)

Fitness for Life – Elective (grades 7 or 8)

This course is designed for students looking to improve their fitness levels. Utilizing a variety of equipment and activities, there will be an introduction to various fitness training principles. Nutrition is also part of the curriculum. Using computers, students are instructed on how to monitor their progress towards personal fitness goals.

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MATHEMATICS

Grade 7:

Honors Pre-Algebra

Students enrolled in this course will complete an in-depth study of pre-algebra concepts. These topics include patterns and operations, linear equations, proportional reasoning, inequalities, absolute value, parallel lines, triangle inequality, and probability.

Pre-Algebra Part I

This is a mathematics class for college preparatory level students. Students enrolled in this course will study pre-algebra concepts. These topics include operations on integers, rational numbers, proportions, percent, linear equations and inequalities, area and volume, and probability.

Math Plus 7

This is a mathematics elective that meets two days per week to support students who are enrolled in Pre-Algebra Part I.

Grade 8:

Honors Algebra I

Students enrolled in this honors level course will complete an in-depth study of algebra concepts. The topics include linear equations and inequalities, systems of equations and inequalities, functions, quadratic and exponential functions. The Keystone Algebra I exam will be administered to all students at the conclusion of this course.

Pre-Algebra Part II

This is a mathematics class for college preparatory level mathematics students. Students enrolled in this course will study pre-algebra concepts. These topics include exponents, scientific notation, proportional relationships, linear equations, functions, systems of linear equations, transformations, similarity, the Pythagorean Theorem, and volume of solids.

Math Plus 8

This is a mathematics elective that meets two days per week to support students who are enrolled in Pre-Algebra Part II.

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MUSIC

General Music 8 (Required)

The expectation for general music in 8th grade is that students all complete the course saying, “I can make music, read music, write music and evaluate music successfully.” The performance and literacy driven curriculum strives to broaden the student’s definition of what can be accomplished in their world with music. We explore music as a means of empowering young people to learn the skills associated with music which include problem solving, combination of right brain and left brain thinking, developing muscle memory through practice, music reading, listening to music with an educated ear and creating music. Units include music listening, bucket drumming, keyboard, guitar and 20th century music.

Chorus 7 and Chorus 8

Students will explore a wide variety of music from various cultures, styles and time periods from classical to modern. Students will also engage in music reading, sight-reading, solfege, rhythm reading, vocal exploration and voice building. Chorus students are part of a constructive and positive community of musicians. Choral students perform with their groups in two concerts per year. Attendance at these concerts is a required part of the course. Previous singing experience is not necessary.

Band 7 and Band 8

These courses are offered to seventh and eighth grade students who have played a musical instrument for at least one year. Repertoire includes a range of musical styles including baroque, classical, romantic, popular, and Broadway musicals. The development of performance skills and the student's awareness and sensitivity to the aesthetic qualities of music are emphasized.

Orchestra 7 and Orchestra 8

These courses are geared for the advanced beginner and intermediate string player. String playing techniques involving bowings, fingerings, and tone production are emphasized and pursued through the use of scales, method books, and string literature. The orchestra performs music from a wide range of Baroque, Classical, Romantic and Contemporary composers, interwoven with discussions and projects that address historical, theoretical, expressive, technical, and general performance issues specific to the selected repertoire. The primary goal of string orchestra participation is to advance each student's individual musicianship and empower each student to pursue lifelong music making on an amateur or professional level.

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READING

Overall Program Description:

The curriculum in all Reading courses is designed to help build each student’s capacity to use effective comprehension strategies that will allow the students to gain meaning from the text. Comprehensive units will challenge students to move beyond simple recall of texts and employ higher order thinking skills of application, analysis, synthesis, and evaluation. Instruction is designed to include a before, during, and after framework that establishes a purpose for reading, develops background and vocabulary, and provides opportunities to transfer skills and knowledge to other contexts.

Critical Thinking for the Gifted 7

Seventh grade students identified as Gifted will be enrolled in Critical Thinking for the Gifted 7; this course fulfills their Reading requirement and meets two times per week. Literature selections for the course focus on several themes including: Immigration, Discrimination, and Fantasy. Strategies for developing critical thinking skills related to reading selections are emphasized in this course through a technology project and an independent study project.

Critical Thinking for the Gifted 8

Eighth grade students identified as Gifted will be enrolled in Critical Thinking for the Gifted 8; this course fulfills their Reading requirement and meets two times per week. Literature selections for the course focus on the following themes: Life in the Nineteenth Century United States, Modern Medicine, and Memoirs. Strategies for developing critical thinking skills related to reading selections are emphasized in this course through a technology project and an independent study project.

Reading 7

Reading 8

Reading Across the Curriculum 7 (RAC 7)

Reading Across the Curriculum 8 (RAC 8)

Students in seventh and eighth grade are enrolled in reading classes that meet either two (RAC 7/8) or five (Reading 7/8) periods per week. All instruction is designed to foster reading comprehension through exposure to a variety of fiction and nonfiction selections. Emphasis is also placed on teaching students strategies to improve critical thinking skills, writing, study skills, listening skills, note-taking and research skills. Students will read novels and short stories, as well as magazines and newspaper articles from online databases, in addition to self-selected materials.

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SCIENCE

Science 7

Science 7 introduces students to many of the branches of the earth and space sciences. Areas of concentration include rocks and minerals, plate tectonics, hydrology, forces of erosion and soil formation, meteorology, oceanography, and astronomy. The course introduces students to the geological structures around the world and the processes that formed them. Students may complete enrichment work of their own choosing if they have an interest in a particular area of study.

Honors Science 7

Honors Science 7 introduces students to many of the branches of the earth and space sciences. Providing enhanced opportunities to analyze data and apply scientific methodology, the course introduces students to rocks and minerals, plate tectonics, hydrology, forces of erosion and soil formation, meteorology, oceanography, and astronomy. The course provides opportunity for students to examine the geological structures found around the world and the formation processes. Due to an accelerated pacing, students learn the principles at an advanced level and engage in more independent learning activities. Students complete an independent research project on a topic of their selection as well.

Science 8

Science 8 introduces students to several branches of the physical sciences and life sciences. Three major units of study focus on these topics: force, motion, and energy; diversity of life forms; and cells and heredity. Students are given the opportunity to complete enrichment assignments of their choice to explore selected topics in more detail. The course emphasizes developing laboratory skills, interpreting data, and communicating the results of experimentation.

Honors Science 8

Honors Science 8 introduces students to several branches of the physical sciences and life sciences. Three major units of study focus on these topics: force, motion, and energy; diversity of life forms; and cells and heredity. Students are required to extend themselves through the completion of enrichment assignments. The course places emphasis on developing laboratory skills, interpreting data, and communicating lab results. Students complete an independent research project on a topic of their selection.

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SOCIAL STUDIES

Social Studies 7

This is a college preparatory survey course of world geography based on the five themes and six elements of geography. Units of Study include map skills; the United States, Europe, Asia and Africa. Throughout the year, students will explore not only the physical geography of a given region, but the history, economy, people and culture of the region as well.

Honors Social Studies 7

The honors course in seventh grade is designed to be more challenging, expanding the depth of the content presented in class. This requires students to be able to work more independently. Each marking period students will complete extension activities in order to expand their research skills as well as their depth of knowledge.

Social Studies 8

In this college preparatory course students will study American history from pre-Colonial times through Reconstruction. The curriculum is set up to progress chronologically as well as thematically. Students will explore the history of our nation in the context of government and politics, wars and conflicts, as well as scientific and cultural achievements.

Honors Social Studies 8

The honors course in eighth grade is designed to be more challenging, expanding the depth of the content presented in class. This requires students to be able to work more independently. Each marking period students will complete extension activities in order to expand their research skills as well as their depth of knowledge.

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TECHNOLOGY

Multimedia Technology (Elective - Grade 7 or 8)

The Multimedia Technology class is offered to both 7th and 8th graders. The class will

meet twice a week for the entire school year. Students will explore the use of computer

software in designing multimedia projects for demonstration & presentation purposes. These projects will utilize various software including MS Publisher, Windows Moviemaker, MS Power Point, Photo Story for Windows, and GIMP. The class will also use interactive websites to create presentations. This class is very heavily project based and moves at a fast pace.

Advanced Multimedia Technology (Elective - Grade 8)

The advanced multimedia technology class will expand upon the skills learned in multimedia technology. It will be offered to both 8th and 9th graders who have successfully completed the multimedia technology class. The class will meet twice a week. Students will explore the use of computers in designing multimedia projects for presentation purposes as well as be introduced to computer programming. Students will utilize GIMP, HTML & CSS Webpage Coding, Scratch and various online sources.

Video Production (Elective – Grade 7 and 8)

This course will focus on the basics of digital camera usage and digital video editing software to conceptualize, organize, participate in, film, edit and publish video productions. The video productions will be used to enhance the school climate by highlighting school events and ideals such as PRIDE, sportsmanship, and academic excellence. Students will learn basic vocabulary for digital production as well as practical procedural safeguards. Students will be asked to utilize a wide variety of skills learned across the curriculum including writing, editing, performing, lighting/sound design, cooperative learning and collaboration.

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WORLD LANGUAGE

The goals of the language courses offered at Abington School District grades 7-12 are to enable students to:

● Communicate in the language of study in the following modes. a. Interpersonal (speaking/writing/listening/reading in a two-

way communication) b. Interpretive (listening/reading) c. Presentational (speaking/writing to an audience)

● Relate cultural information of the countries where the language is spoken. ● Communicate with individuals from the communities where the language is

spoken. ● Analyze the concepts of culture and nature of language through comparisons of

the language and English. ● Connect with other disciplines through the use of the language.

The program of instruction exhibits the following characteristics: 1. Student-Centered classrooms which provide a supportive non-threatening

environment to help focus on practice and communication. 2. Communication-Based learning which emphasizes teaching and learning in the

target language. 3. Cultural and Global Learning which fosters an understanding, appreciation

and acceptance of different cultures through extensive use of authentic documents and direct interaction with members of other cultures. Culture is integral to the learning and is central to each thematic unit.

4. Connections with other disciplines that build upon, reinforce and make connections with knowledge acquired in other curriculum areas, while providing insight into the English language.

5. Ongoing Proficiency-Based Assessments which focus on evaluating students’ overall abilities to use the target language for communication.

Which Language Should I Choose?

French: Bonjour, mes amis! French is the official language of 28 countries with 265 million people and is considered a “Critical Language” in the National Security Language Initiative (NSLI) because of the large number of Caribbean and African countries that speak it. French-speakers are in demand in banking, tourism, national security and healthcare. It is the language in 50% of the foreign films watched in the US and the source of fine art and literature. It is estimated that approximately 15,000 words and expressions in English are derived from French; making it an excellent resource for SAT vocabulary.

German: Ich finde Deutsch super! If you can read that, you are already well on your way! Come learn and experience German, an international language with a very close

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relationship to English. Germany, the economic powerhouse of Europe is also home to the best traveled tourists throughout the world and is the best language for those interested in a future in international business. From Einstein to Rammstein, German truly is a global language that is recognized by over a 125 million speakers throughout the world.

Mandarin Chinese: Ni hao! Mandarin Chinese is the most spoken language in the world with 720 million people and considered a critical language in the National Security Language Initiative (NSLI). In Asia and Europe, it is one of the most used languages in business and careers. China has a culture over 5,000 years old with a history of philosophy and medicine that complements Western culture. Due to the different writing and sound systems in Mandarin Chinese, native English-speaking students generally take longer to be proficient. Students interested in studying Chinese should enter the program with the intention of completing the full sequence. This program prepares students to take the AP Chinese exam in the Chinese Simplified form from the College Board as the culminating course.

Spanish: Hola! Bienvenidos! Spanish is the official language of 20 countries with 320 million speakers worldwide and is considered a “Critical Language” in the National Security Language Initiative (NSLI). Spanish is used in the community for social and career purposes: medicine, business, restaurant, and the service industry. Many popular artists in music, film, and art have a connection to the Hispanic world.

● Most four year colleges require a minimum of three years of language study grades 9-12. Abington School District strongly recommends a minimum of four years of language study and takes pride in the numbers of students who study languages for an even longer sequence. Studies have shown that long sequences of language study result in higher SAT scores over any other variable studied. Beginning language study in seventh or eighth grade sets the foundation for a successful experience in language learning.

● For fluency and skills competency, three to five years of study of the same language is more desirable than two years of one language plus two years of another.

● For each language, there is a sequence of courses which provides a continuous, articulated program of study designed to prepare students for college entrance requirements, travel, careers and personal pleasure.

FRENCH I PART ONE

No prerequisite This course is for seventh grade students who are studying French for the first time. French I Part One begins the development of the three modes of communication in French: interpretive (listening and reading), interpersonal (two-way communication-listening and speaking, reading and writing) and presentational (speaking and writing to an audience). Students will learn to communicate about personal information, such as: self, family, friends, likes/dislikes, school, pastimes, as well as the basics like, numbers,

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alphabet, weather, etc. Students will gradually and appropriately be immersed in an all-French classroom. The class progresses at a moderate pace to keep the students’ comfort level high in their attempts to communicate in a new language. A student at this level is expected to perform at the low to mid novice level: understanding and producing language in familiar and rehearsed situations. Texts and other ancillary materials focus on themes for daily communication.

FRENCH I PART TWO

Prerequisite: successful completion of French I Part One

This course is for eighth grade students who completed French I Part One successfully. French I Part Two continues the development of the three modes of communication in French: interpretive (listening and reading), interpersonal (two-way communication-listening and speaking, reading and writing) and presentational (speaking and writing to an audience). Students will expand on their ability to communicate about personal information, such as: self, family, friends, likes/dislikes, school, pastimes, as well as the basics like, numbers, alphabet, weather, etc. Students will quickly be immersed in an all-French classroom. The class progresses at a moderate pace to keep the students’ comfort level high in their attempts to communicate in a new language. A student at this level is expected to perform at the low to mid novice level: understanding and producing language in familiar and rehearsed situations. Texts and other ancillary materials focus on themes for daily communication.

HONORS FRENCH I PART TWO

Prerequisite: successful completion of French I Part One with teacher recommendation This course is for eighth grade students who completed French I Part One with a high level of language comprehension and production. French I Part Two Honors continues the development of the three modes of communication in French: interpretive (listening and reading), interpersonal (two-way communication- listening and speaking, reading and writing) and presentational (speaking and writing to an audience). Students will expand on their ability to communicate about personal information, such as: self, family, friends, likes/dislikes, school, pastimes, as well as the basics like, numbers, alphabet, weather, etc. Students will quickly be immersed in an all-French classroom and students are expected to communicate solely in French in the classroom. A student at this level is expected to perform at the mid novice level: understanding and producing language in familiar and rehearsed situations. Texts and other ancillary materials focus on themes for daily communication.

FRENCH I

No prerequisite This course is for eighth grade students who are studying French for the first time. French 1 begins the development of the three modes of communication in French: interpretive (listening and reading), interpersonal (two-way communication- listening and speaking, reading and writing) and presentational (speaking and writing to an audience). Students will learn to communicate about personal information, such as:

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self, family, friends, likes/dislikes, school, pastimes, as well as the basics like, numbers, alphabet, weather, etc. Students will gradually and appropriately be immersed in an all-French classroom. The class progresses at a moderate pace to keep the students’ comfort level high in their attempts to communicate in a new language. A student at this level is expected to perform at the low to mid novice level: understanding and producing language in familiar and rehearsed situations. Texts and other ancillary materials focus on themes for daily communication.

GERMAN I PART ONE

No prerequisite

This course is for seventh grade students who are studying German for the first time. This course begins the development of the three modes of communication in German: interpretive (listening and reading), interpersonal (two-way communication- listening and speaking, reading and writing) and presentational (speaking and writing to an audience). Students will learn to communicate about personal information, such as: self, family, friends, likes/dislikes, school, pastimes, as well as the basics like, numbers, alphabet, weather, etc. Students will gradually and appropriately be immersed in an all-German classroom. The class progresses at a moderate pace to keep the students’ comfort level high in their attempts to communicate in a new language. A student at this level is expected to perform at the low to mid novice level: understanding and producing language in familiar and rehearsed situations. Texts and other ancillary materials focus on themes for daily communication.

HONORS GERMAN I PART TWO

Prerequisite: successful completion of German I Part Two This course is for eighth grade students who completed German I Part One successfully. Honors German I Part Two continues the development of the three modes of communication in German: interpretive (listening and reading), interpersonal (two-way communication- listening and speaking, reading and writing) and presentational (speaking and writing to an audience). Students will expand on their ability to communicate about personal information, such as: self, family, friends, likes/dislikes, school, pastimes, as well as the basics like, numbers, alphabet, weather, etc. Students will quickly be immersed in an all-German classroom and students are expected to communicate solely in German in the classroom. A student at this level is expected to perform at the mid novice level: understanding and producing language in familiar and rehearsed situations. Texts and other ancillary materials focus on themes for daily communication.

MANDARIN CHINESE I

No prerequisite This course is for seventh graders who are studying Mandarin Chinese for the first time. This course begins the development of the three modes of communication in Mandarin Chinese: interpretive (listening and reading), interpersonal (two-way communication-listening and speaking, reading and writing) and presentational (speaking and writing to

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an audience). In addition to the fundamentals of tonal speech, Pinyin, reading, and writing, students will learn to communicate about personal information, such as: characteristics of oneself, family, dates, numbers, food, colors, likes/dislikes, clothing, etc. Chinese culture and history are introduced as well. Students are gradually and appropriately immersed in an all-Chinese classroom. A student at this level is expected to perform at the low to mid novice level: understanding and producing language in familiar and rehearsed situations.

HONORS MANDARIN CHINESE II

Prerequisite: successful completion of Mandarin Chinese I This course continues to develop the three modes of communication: interpretive (listening and reading), interpersonal (two-way communication- listening and speaking, reading and writing) and presentational (speaking and writing to an audience). A student at this level is expected to perform at the mid to high novice level: communication in expanded responses on everyday topics with an increase in accuracy. Students will learn further topics to extend communication skills with more complexity. This course is designed for motivated students who have mastery of the basics in the language. Students will become immersed in an all-Chinese classroom.

SPANISH I PART ONE

No prerequisite

This course is for seventh grade students who are studying Spanish for the first time. This course begins the development of the three modes of communication in Spanish: interpretive (listening and reading), interpersonal (two-way communication- listening and speaking, reading and writing) and presentational (speaking and writing to an audience). Students will learn to communicate about personal information, such as: self, family, friends, likes/dislikes, school, pastimes, as well as the basics like, numbers, alphabet, weather, etc. Students will gradually and appropriately be immersed in an all-Spanish classroom. The class progresses at a moderate pace to keep the students’ comfort level high in their attempts to communicate in a new language. A student at this level is expected to perform at the novice level: understanding and producing language in familiar and rehearsed situations. Texts and other ancillary materials focus on themes for daily communication. Cultural information is integrated for the beginning of exploration into the lives of the people who speak Spanish.

SPANISH I PART TWO

Prerequisite: successful completion of Spanish I Part One This course is for eighth grade students who completed Spanish I Part One successfully. Spanish I Part Two continues the development of the three modes of communication in Spanish: interpretive (listening and reading), interpersonal (two-way communication-listening and speaking, reading and writing) and presentational (speaking and writing to an audience). Students will expand on their ability to communicate about personal information, such as: self, family, friends, likes/dislikes, school, pastimes, as well as the basics like, numbers, alphabet, weather, etc. Students will quickly be immersed in an

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all-Spanish classroom. The class progresses at a moderate pace to keep the students’ comfort level high in their attempts to communicate in a new language. A student at this level is expected to perform at the low to mid-novice level: understanding and producing language in familiar and rehearsed situations. Texts and other ancillary materials focus on themes for daily communication.

HONORS SPANISH I PART TWO

Prerequisite: successful completion of Spanish I Part One with teacher recommendation This course is for eighth grade students who completed Spanish I Part One with a high level of language comprehension and production. Spanish I Part Two Honors continues the development of the three modes of communication in Spanish: interpretive (listening and reading), interpersonal (two-way communication- listening and speaking, reading and writing) and presentational (speaking and writing to an audience). Students will expand on their ability to communicate about personal information, such as: self, family, friends, likes/dislikes, school, pastimes, as well as the basics like, numbers, alphabet, weather, etc. Students will quickly be immersed in an all-Spanish classroom and students are expected to communicate solely in Spanish in the classroom. A student at this level is expected to perform at the mid novice level: understanding and producing language in familiar and rehearsed situations. Texts and other ancillary materials focus on themes for daily communication.

SPANISH I

No prerequisite This course is for eighth grade students who are studying Spanish for the first time. This course begins the development of the three modes of communication in Spanish: interpretive (listening and reading), interpersonal (two-way communication- listening and speaking, reading and writing) and presentational (speaking and writing to an audience). Students will learn to communicate about personal information, such as: self, family, friends, likes/dislikes, school, pastimes, as well as the basics like, numbers, alphabet, weather, etc. Students will gradually and appropriately be immersed in an all-Spanish classroom. The class progresses at a moderate pace to keep the students’ comfort level high in their attempts to communicate in a new language. A student at this level is expected to perform at the novice level: understanding and producing language in familiar and rehearsed situations. Texts and other ancillary materials focus on themes for daily communication. Cultural information is integrated for the beginning of exploration into the lives of the people who speak Spanish.

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ENGLISH LANGUAGE DEVELOPMENT (ELD)

The ELD program includes the following components of a comprehensive program in reading, writing, listening and speaking:

(1) Development of Basic Interpersonal Communication Skills (BICS) including: a. Daily oral speaking and listening skills a. Appropriate social interaction b. Integration of cultural norms and values

(2) Development of Cognitive Academic Language Proficiency (CALP) including:

a. Development of receptive (reading and listening) and productive

(writing and speaking) academic skills b. Development of language acquisition and content learning strategies c. The transfer of background knowledge and skills learned/ acquired in

the primary language(s) to English

To support instruction in the above-referenced components, the ASD ELD instructional program utilizes the following practices: building background knowledge, making input comprehensible, including a variety of instructional strategies, encouraging interaction, practicing and applying information, establishing clear assessment criteria and feedback, and supporting and accommodating for assessment.

ELD LEVEL A

A student in ELD Level A demonstrates an English proficiency level in the range of Entering (Level 1) or Emerging (Level 2) according to the PA English Language Development Standards Indicators. A student at this level has limited ability in understanding and speaking English and has limited or no ability to read and/or write English on grade level. The focus of this class is to develop listening, speaking, reading and writing in both social and academic areas. This course meets 5 periods per week.

ELD LEVEL B

A student in ELD Level B demonstrates an English proficiency level in the range of Emerging (Level 2), Developing (Level 3) or Expanding (Level 4) according to the PA English Language Development Standards Indicators. A student at this level understands and speaks English on a limited basis and is unable or has limited ability to read and/or write English on grade level. The focus of this class is to develop listening, speaking, reading and writing in both social and academic areas with expanded expression in written and oral tasks. This course meets 5 periods per week.

ELD LEVEL C

A student in ELD Level C demonstrates an English proficiency level in the range of Expanding (Level 4) or Bridging (Level 5) according to the PA English Language Development Standards Indicators. A student at this level understands and speaks English but needs support in comprehending specialized content area language

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and concepts on grade level. The focus of this class is to support student proficiency in English language development related to academic content. This course meets 2 periods per week.

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SPECIAL EDUCATION

Abington Junior High School Special Education

Special education is designed to address the individual learning, emotional and behavioral needs of students with disabilities. This program is provided in the least restrictive environment as consistent with federal and state laws. The class and/or learning environment include itinerant to full time services in subject based special education classes as well as all general education classes. To support our students within the general education classroom, students may Receive Resource room classes. Resource Room classes are not study halls but classes that focus on the following: creating study strategies, breaking down assignments in manageable chunks, creating timelines for long term projects, organizing materials and assignments, additional test/quiz time as needed, developing, encouraging and fostering self-advocacy skill for transitioning independence into the general education classroom.

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7th and 8th Grade Planning Guide

SUBJECT GRADE 7 GRADE 8

ENGLISH H – English Language Arts 7 H – English Language Arts 8

English Language Arts 7 English Language Arts 8

SOCIAL STUDIES H – Social Studies 7 H- Social Studies 8

Social Studies 7 Social Studies 8

MATHEMATICS H – Pre-Algebra H – Algebra 1

Pre-Algebra – Part 1 Pre-Algebra – Part 2 Math Plus 7 Math Plus 8

SCIENCE H – Science 7 H - Science 8

Science 7 Science 8

READING Critical Thinking for the Gifted 7 Critical Thinking for the Gifted 8

Reading Across the Curriculum (RAC) 7 Reading Across the Curriculum (RAC) 8 Reading 7 Reading 8

ADDITIONAL Health and Physical Education 7 Health and Physical Education 8 REQUIRED STEM I STEM II COURSES Art I General Music 8

WORLD LANGUAGE French I , Part 1 H – French I, Part 2

German I, Part 1 French I, Part 2 Spanish I, Part 1 French I Mandarin I H- German I, Part 2 H – Spanish I , Part 2

Spanish I, Part 2 Spanish I H - Mandarin II

ELECTIVES Ceramics Art I

Band 7 Ceramics Chorus 7 Band 8 Orchestra 7 Chorus 8 Personal Development Orchestra 8 Multimedia Technology Family and Consumer Science 8 Video Production Multimedia Technology Fitness for Life Advanced Multimedia Technology Video Production Fitness for Life