Franklinville Central School District

Overview of the New York State Curriculum for Grades 7-8

The following is a general overview of content most commonly found in the middle and junior high school curriculum.  Its purpose is to give an idea of some of the major concepts and skills addressed and is by no means a comprehensive description of the curriculum.  The best resource of curriculum information is the curriculum coordinator or middle school principal in the home district.

English/Language Arts

Development of skills in reading, writing, listening and speaking continues.  During these grades students should be easily reading young adult literature and be fairly independent in utilizing common reference materials.

Student writing demonstrates an understanding of different types of genre as well as the effective use of language structures.   Essays, skits, short stories, reports, newspaper ads/articles and business correspondence are some examples of the kinds of writing that are practiced.

Mathematics

Skill development in the seven content areas introduced at the elementary level continue.  Basic computation skills are mastered as well as competency in using a calculator.  The vocabulary associated with the various disciplines of math is used to describe problems and pose solutions.  Activities continue to emphasize real world applications of math skills and concepts.

Science

Laboratory experiences utilize the basic concepts and skills developed during the elementary years to understand and explain scientific phenomena.   Content includes organisms and micro-organisms, human systems, earth, weather and climate, astronomy and aerospace, energy and motion, the chemistry of matter, and science, technology, and society.  Instruction frequently involves projects that clarify the relationships among the various science disciplines and mathematics.

Social Studies

In New York State, junior high school social studies is a two-course sequence that traces the human experience in the United States from pre-Columbian times to the present; major political, economic, and social trends in United States history are tied to parallel trends and time frames in New York State history.  Connections are made to Canada and Mexico where relevant.

It should be noted that American history is the content focus in grades 4, 8, 9, and 11.  Therefore, grades 7-8 are a vital link to high school courses since they build on and reinforce the skills, concepts and content introduced in the elementary grades.

Technology Education and Home and Careers Skills

A 1985 revision of the Commissioner’s Regulations changed the practical arts requirement to technology education and home and career skills.  It should be noted that all students take both courses.  In middle schools, they are often included in the sixth-grade curriculum.  These subjects are defined as follows:       [CR 100.4 (a)]

Technology Education means a program of instruction designed to develop an understanding of systems in fields such as production, transportation, construction, communications, and agriculture by emphasizing applied activities through working with tools, machines, and devices used in the home and the workplace.

Home and Career Skills means a program of instruction primarily through applied activities designed to prepare students to meet their responsibilities and understand their opportunities as parents or other members of families, consumers, home managers, and wage earners.

Appendix C includes recommended content outlines from the New York State Syllabus for both of these courses.

Physical Education

Physical fitness and teamwork are emphasized in the physical education curriculum throughout the K-12 experience.  Activities involving rhythms, dances, exercise, and games for both individual and group participation are included.

Unit Explanation

1 unit = 180 minutes per week (3 hours) for one year or 90 minutes per week for two years

½ unit = 90 minutes per week for one year or 45 minutes per week for two years

¼ unit = 45 minutes per week for one year or 90 minutes per week for a half year.

Notes:

1. Library Skills should be taught within the context of subject areas.
2. Bilingual education or English as a second language should be provided where a need is indicated.
3. Although some subjects may be taught in integrated fashion (i.e. science/health), the IHIP must show content taught in each subject.