L earning P a t h w a y fo r H TS Familie s
Bi g I deas: O ve r a rching Con c e p ts Th a t Fr ame Ou r Learnin g
As stu d e nt s e nte r M id d le S c hool, ou r p rog ram begins to shift towa rd s helping s tude nts c ulti vate a deepe r
u n d e r stan d in g of t h emse lves an d thei r pla ce in t h e worl d D yn a mi c i nte rdis c iplinar y le a rning ex pe r ien ce s be come the b a ckbone of sel f- ex plo ration, being a po s iti ve c iti zen a nd taking lea r ning b eyon d the c la s s room
• Sel f-i d e ntit y/awa rene s s
• Bio d i ve rs it y
• Ma i nt a i n ing d i ve rs it y is c riti c a l to the health of the pl a n e t
• N u mbe r con n ection s
• Emp at hy
• Se ns e of conne c te d ne s s (local, n ational, global, e tc )
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• Globa l i ss ue s requi re globa l a c tio n
• Cult u re a nd lang u age a re i nte r woven an d p rese nt in a s pe c ts of ou r eve r yd ay li ve s
• L an gu a g e a s p owe r
• Ris k- ta k in g
• Culti vatio n of pe rs ona l voi ce
• D evelopme nt of a rti s tic skil l an d aesth e tic ju d geme nt
• In n ovati ve design and c re atio n
• Bei n g a goo d d i g ita l c iti ze n
• Bei n g emp owe re d th rough the u s e of my te c hnolog y
E nduring Underst a ndings :
W h at st ud e nts wil l learn an d un d erstand in- d e pt h?
• I d evelop c r itic a l t h inking li te ra cy emp owe r in g me to a s se s s & eva lu ate per s pe c ti ves fo r my sen s e of globa l c iti ze n s h i p
• I beli eve in won d e r and a sen s e of c u rio s it y abo u t the world a roun d m e
• I k n ow t h e impo r tan ce of s tewa rd ship and s u s tainabilit y, a nd h ow s c ien ce & te c hnolog y rel a te to eve r yd ay li fe
• I d evelop the s k ill s , s t rategie s , an d habits requi re d fo r s c ie n tifi c inquir y and te c hnologi c a l p roblem - so lvi n g
• I re cogni ze an d app re c i ate the importan ce of multiple m athem a ti ca l per s pe c ti ve s
• I ad a pt to c hange s an d sy nt h esi ze n ew idea s
• I t h in k cr itic a l ly and c re ati ve ly to s ee conne c tions to dis c iplines b eyond m athem atic s
• I a m pa r t of a c hanging cultu re and h ave the sel f- awa renes s to m a ke s ound choi ce s
• I k n ow It i s impo r t a nt to ta ke ri s ks in li fe to buil d my co n fiden ce
• I k n ow w h at it me a ns fo r me to h ave d igita l wel l-bein g
• I und e r sta n d th at s ha r ing my
O ve ra rchin g q u estions th a t stude nts wi l l explo re
• How c an w r itin g d evelop voi ce and in d ividua l exp ressio n?
• W hy i s c r itic a l li te ra cy impo r ta nt, especial ly in rel ation to mo d ern te c hnology ?
• How d o o u r wo rd s h ave the p owe r to be c ata lysts fo r c hang e?
• W h a t conne c tion s d o human s h ave to i nte ractions b e t ween sys tems in the uni vers e?
• How c an we u se scien ce to help design to enhan ce va r ious sys tem i nte ra c tions ?
• How c an yo u us e m athem ati c s to co nt r ibu te to the wo r ld ?
• How c an m at h em ati cs be use d to p rom ote in c lusio n?
• a n d f ran cophone communitie s in Cana d a?
• How d o I communi c ate best? How c an I be a b e t te r communi c a tor ?
• W h a t expe r ien ces h ave shape d s to r ie s of communities in C a nad a , a nd you r ow n?
• W h a t a re ou r re s pon s ibilities to Cana d a an d o u r respon s ibilities glob a l ly ?
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• How a re you r tho u g ht s , feelings, beli efs an d i d ea s rep rese nted in you r d ram a work s ?
• How mi g ht the c re ati ve p ro cess lea d you to a s k the r ig ht questions ?
I n te rdiscip l in ar y
Learning Experien c e s
M a kin g c onnections in stu d e n t s’ li ves a n d the world a round the m
• Eng l ish & Soci a l Studies : I nfo r m a tion a l writing u nit wit h a look a t activism wil l con n e c t wit h so c ia l studie s an d focu s on Can ad a ’ s i nte ra c tio ns wit h the globa l comm u nit y
• Ma them a tics , S cien ce Health & P hysica l Educ a tion : C re a te a li fe-si ze d ele c trica l ci rc uit withi n a team Af te r compl e ti n g t h e c i rc u it, be come the elect ron a nd r un th ro u gh “ yo u r wi re s ” th roug h lo a ds to t h e b a t ter y.
• Ma them a tics , S cien ce & Hea l th : W h a t ’ s fo r lun c h? Stu d e nt s ide ntif y t h ei r favouri te lu n c h th a t is b a l a n ced , nut r itio u s, e nvi ronme nt a l ly frien d ly a n d within $10 pe r se r ving
• Ma them a tics & P hysic a l Educ a tion : G roup t ra n s fo r m a tion s d a n ce Stude nts c re a te a da n ce t h a t i n cl u de s t ra ns fo r m ation s a n d d e s c r ibe d u sin g m a th co nve ntions and per fo r man ce
T he Le a rne r E xperien c e
• Boo k Cl u b s
• Collabo rati ve g roup s a nd g roup dis c ussion s
• Wr itin g Pa r t n er s hip s
• Co - con s t r ucti n g r u bri cs /su cce s s c r i te r i a
• Choi ce - b a se d le a r n ing with G raphic Novel s
• Per s onali ze d feedb a ck loo p
• Per s onali zed goa l s e ttin g
• Game - b a sed le a rning (e s pe c i a l ly vo c abul a r y)Qu izl e t, Bloo ket, D uoling o
• One-on - one tim e
• Smal l g roup work pe r iod s
• Lea r ning ce nter s
Grade 7
Big Ideas: Overarching Concepts That Frame Our Learning
Several big Ideas and interwoven topics provide students with opportunities to consider how to use learnings to discover innovative and creative ways to solve problems. Utilising a developed sense of empathy, belonging and perspectives, students add new skills to their toolkit to navigate complex ideas in small and big ways.
• Using perspective, knowledge, empathy, belonging together when solving problems
• What have I learned about myself and the world around me as I have grown?
• Whose story is being told? Whose story is missing?
• Building confidence and character; willing to take risks and discover new things as French language learners
• Fostering a genuine enjoyment of activity to help develop life-long participation in physical activity
• Developing/refining greater physical literacy
• Being courageous to learn in a dynamic environment, and try things that may not work
• Using technology to add value to my learning
• Becoming a computational thinker
• Becoming a creative communicator
• Becoming a global collaborator
Enduring Understandings: Learning Pathway for HTS Families
What students will learn and understand in-depth?
• I am connected to this world and my decisions and actions matter
• I have the skills and knowledge to use the lab equipment correctly and safely
• I can adopt healthy habits that can become part of my life
• I know that in sports, there is often a successful and unsuccessful participant, I can learn to lose with grace
• I am a risk taker; I participate and build my confidence as I become a self-assured French language learner
• I make connections inside and outside of the classroom
• I understand that learning is a journey and not a destination; mistakes are a part of the learning process
• I can develop aesthetic awareness
• I understand the creative process
• I often innovate and challenge conventional thinking
• I use a variety of tools, techniques and technology to express feelings, communicate meaning, voice `or perspective
• I have built empathy for both historical and contemporary perspectives
• I express creative and innovative thinking with effective tools and techniques
• I know what it means for me to have digital well-being What students will learn and understand in-depth?
• How does exploring the world as a scientist, help us to make good decisions?
• What criteria are we using to make good decisions?
• In what ways will you take care of your mind and body to lead a healthy and active lifestyle?
• How can we distinguish between the facts and fiction displayed through different forms of media?
• What do “winning well” and “losing well” look and feel like?
• How can French language acquisition relate to other disciplines?
• How does your perspective inform and create meaning and understanding?
• How might you articulate your artistic voice and perspective in other disciplines?
• How has your perspective changed to become more creatively and critically literate?
• How can you change the perspective of others through your work?
• How do your artistic voice and perspective reflect a safe and inclusive interpretation?
Interdisciplinary Learning Experiences
Making connections in students’ lives and the world around them
• Mathematics, Social Studies & Science: The Impact Project is designed to teach students how to build a lab report and conduct proper data collection.
• Physical Health & Education, Music, Drama: In the Dance Project, students are provided with 5 hours of dance instruction by experts before collaborating in small groups to produce a performance that incorporates their choice of genre and theme, combined with an adapted musical piece produced through GarageBand.
• Science, Math, Physical Health & Education: In ‘Willy Wonka’ students explore our relationship with food, changes and choices for health.
The Learning Experience
• Performance
• Co-constructing curriculum opportunities by selecting “the vehicle” to achieve overall learning intentions
• Design challenges
• Hands-on experimentation
• Labs
• Learning in nature
• Personalized feedback loop
• Collaborative groups and group discussions
• Personalized goal setting
• Game-based learning (especially vocabulary) Quizlet, Blooket, Duolingo
• One-on-one time
• Small group work periods
• Learning centers
Please note this is a sample of overarching ideas in each grade. In middle school, each course has 3-4 Big Ideas that educators use in the design of the learning experience for learners to explore various overarching questions and gain a deeper understanding. HTS follows the Province of Ontario curriculum and enhances our student experience with expert visits, field trips and additional learning materials and resources which expand our students’ knowledge beyond the curriculum.
Grade 8
Learning Pathway for HTS Families
Big Ideas: Overarching Concepts That Frame Our Learning
Our Grade 8 program presents students with many ways to apply their learnings and who they are becoming. Students directly apply these skills as they co-create much of their Grade 8 year. Teachers personalize a rigorous program in order to connect unique passions and questions about the world around them. Students complete the year with a highly reflective presentation on who they are as a learner.
• Self-discovery and personal growth
• Truth, perspective, and voice
• Equity and diversity
• Continuity and change
• Ideas, strategies, and solutions can be represented in multiple ways
• Problem-solvers make connections to other problems, disciplines, and the real world
• Wondering, questioning, and analyzing lead to perseverance and deeper understanding when solving problems
• Growth mindset
• Critical analysis
• Innovative design and creation
• Being a good digital citizen
• Being empowered through the use of my technology
• Using technology to add value to my learning
Enduring Understandings
What students will learn and understand in-depth?
• I know the world is ever-changing; perspective, empathy and critical thinking have never been more important
• I have strong skills to be self-aware, critically examine the world around me and take action
• I think critically about complex issues, analyze and adapt to new situations, problem-solve and communicate my thinking effectively
• I leverage tools to justify conclusions and express ideas clearly to develop a mathematical understanding applied to daily life
• I use self-reflection and feedback as tools in the creative cycle to analyze and improve performance
• I show courage in taking risks as an artist
• I use music as a healthy outlet for self-expression and developing my creativity
• I know what it means for me to have digital well-being
Overarching questions that students will explore
• How can I use what I learn about myself and the world around me to make positive change?
• What influences me? (exploring generational history, nationality, morals and values)
• How can I build perspective and learn to listen actively and disagree with respect?
• How can I use my voice to have an impact?
• Whose voices are not heard throughout history and today?
• Where does truth come from?
• How have I grown and changed?
• What makes a problem worth solving? What makes an effective problem-solver?
• How can I apply what I know to make decisions and connections?
• How can I communicate my understanding?
• How can I apply mathematics to new situations?
• Am I an innovative designer and creator?
• Am I a good digital citizen?
• Am I a computational thinker?
• Am I empowered through the use of my technology?
• Am I a creative communicator?
• Am I a global collaborator?
Interdisciplinary Learning Experiences
Making connections in students’ lives and the world around them
• All Subjects: Inquiry Final Project. In this task students review their ongoing thought book, based on the 6C’s and create a piece directed at a specific audience to share their growth at the end of Grade 8.
• Mathematics and Physical & Health Education: Integer Score Game. Students use knowledge of integer operations to modify a rule system to a known game (e.g. basketball) and create an integer scoring system based on the new rules. Students will participate in these games and apply their scorecards to calculate the winner based on the new scoring system.
• Mathematics, French, English: Trip Fair and Financial Literacy. Students will apply financial literacy skills to plan a trip to a destination of their choosing. They then write a persuasive essay asking an audience to go to their chosen country and present their travel itinerary in French.
• Mathematics & Digital Literacy: Cool in the Pool. Students use measurement skills to design a top (2D) and side (3D) view of a pool, then use their design to calculate the perimeter, areas, surface area and volume/capacity of their pool.
• Drama & Music, Art: Movie project. Students take a silent movie clip, then complete and insert their own sound design including voiceover, sound effects and music scoring.
The Learner Experience
• Relationship building
• Personalizing to students’ needs
• Feedback loops
• Self-assessment
• Co-construction
• Student-led lessons
• Providing student agency
• Mixed homerooms
• Choice-based learning
• Digital portfolio
• Competency-based design
• Personalized goal setting
• Community experts
• Guest speakers
• Simulations
• Leadership opportunities in the classroom
