Curriculum → Middle School
Academics → Grade 7 Academics
Grade 7 MS Principles of IT, Cybersecurity and Engineering Courses STEM Electives*
Principles of IT: Digital Systems (ITC2070)
Students will explore digital systems and devices, by investigating the key components. They begin with defining, identifying and classifying hardware and software and then investigate input and output devices, storage and processing elements. Students will learn a variety of problem-solving strategies to apply to problems with digital systems. Students will further develop their understanding of software applications, extensions and Cloud-based programs.
Principles of IT: Cybersecurity (ITC2071)
Students will learn how information travels across the Internet and networks
and how to protect electronic information. Real-world cybersecurity problems are explored
along with current best practices to protect users, systems and networks.
Students will learn about a variety of careers in cybersecurity. Course content includes the
legal and ethical issues involved with computer technology use.
Innovation and Engineering Design (ENR 1025)
Students learn the importance of invention and innovation in technological development and apply engineering-thinking skills and technical skills to complete each step of the engineering design process to creatively address a real world challenge. Students learn or extend technical drawing and Computer Aided Design skills. This course is accessible for students who have not taken the Grade 6 Engineering courses.
Applied Engineering Design (ENR1024)
Students learn how societal factors affect technological development and apply the engineering design process, engineering-thinking skills, and technical skills including Computer Aided Design to design engineering solutions to real-world challenges.
*Schools may offer 1 to 4 of these quarter long courses
Other Grade 7 Electives
Computer Science Discoveries (ITC1000/ITC1001)
Grade 7 Invention and Engineering (ENR1017) (Not available after 21-22 School Year)
Computer Applications with Analysis (ITC1002)
The goal of the Secondary English Language Arts program is to create literate, thoughtful communicators, capable of controlling language effectively as they negotiate an increasingly complex and information-rich world. As students leave elementary school, they encounter new academic expectations such as analyzing varied and complex texts, developing arguments, synthesizing information from multiple sources, examining different perspectives, and engaging in self-reflection. Students work to acquire specific skills and strategies in reading literature, reading informational text, writing, speaking and listening, and language.
This course involves implementation of iLit, a reading intervention program designed to meet the needs of struggling readers through differentiated instruction, computer adaptive instruction, background-knowledge-building videos, high-interest literature, and explicit instruction in reading, writing, and vocabulary skills.
The Digital Literacy 1 curriculum focuses on developing critical and creative thinking through reading, writing, speaking, listening, and viewing in a 21st-century approach. Working through a problem-based process, students learn to define real-world problems of interest, research the causes of those problems using real-time global texts, and then create solutions to address the problems. Students will advance their understanding of comprehension, analysis, and evaluation of text as well as vocabulary acquisition through reading complex informational and argumentative texts in a technology-rich medium. Students will collaborate regularly through research and solution phases of their investigations. Students' curiosity and motivation will engage them in their investigations while learning and refining the processes that will enrich all other courses and prepare them for college and career projects.
The Digital Literacy 2 curriculum focuses on increasing critical and creative thinking through reading, writing, speaking, listening, and viewing through an integrated approach. By participating in a problem-based process, students learn to define, analyze, and evaluate real-world problems of interest related to standards-based curriculum topics. Students will use research skills to investigate problems using real-time global texts and then create solutions to address the problems. Students will participate in sustained inquiry, analysis, and evaluation of text through reading complex informational, expository, and argumentative texts in a technology-rich medium. Students will hone their communication, collaboration, research, and problem-solving skills and learn to give, receive, and use feedback to improve their process and products during complex tasks. Digital Literacy creates authentic work for students to engage in by allowing for presentation of their solutions beyond the walls of the classroom.
New Course Code #
Notes (i.e. HS credit)
English 6 for English Learners
English 6 for ELs II
English 6 for ELs III
English 7 forELs I
English 7 for ELs II
English 7 for ELs III
English 8 forELs I
English 8 for ELs II
English 8 for ELs III
Multidisciplinary Educational Training and Support Program (METS)
Family and Consumer Sciences (FACS) programs focus on
processes and skills that enhance individual, family, and
societal well-being. Programs reflect the National Standards
for FACS Education and integrate math, science, English, and
social studies. A project-based curriculum encourages students
to investigate and solve authentic problems. Students learn
to use communication and critical-thinking skills as well as
current technologies to make informed decisions.
UNIT 1: INDIVIDUAL, FAMILY, AND SOCIETAL NEEDS
UNIT 2: DECISION-MAKING PROCESS
UNIT 3: NUTRITION AND WELLNESS
UNIT 4: PERSONAL FINANCE
UNIT 5: LIVING ENVIRONMENTS
UNIT 6: COLLEGE AND CAREER PLANNING
The fine arts are important to every child’s development and
play a vital role in providing students with a well-rounded,
world class education. Dance, Music, Theatre, and Visual Art
promote academic excellence, creative problem-solving, and
social emotional learning, which are essential components of
college and career readiness. In order to meet the evolving
needs of a 21st century learner, the fine arts focus on developing
artistic literacy by engaging in the artistic processes (creating,
performing/presenting, responding, and connecting) through
authentic materials and techniques. The fine arts introduce
students to new world views and cultures, help students to value
the perspectives of others, and enable students to creatively
express a personal viewpoint. Through artistic experiences,
students become independent and divergent thinkers, selfmotivated workers, and innovators. All students have access to
fine arts programs in middle school. In Grades 6–8, students
may specialize in one or more of the fine art forms.
Students with no previous dance experience should begin at Level 1 in the dance sequence. This beginning course provides a survey of dance styles and elements
In this intermediate level course, Grade 7 students will
continue to develop technique in a variety of dance styles and
skilled application of dance elements. Students may audition
to qualify for this level or receive permission from the dance
teacher to enter this course. This course may be taken for
more than one year.
PIANO, MS 1
students in Grades 6-8
PIANO, MS 2
must complete Piano, MS 1 or audition
GUITAR, MS 1
GUITAR, MS 2
must complete Guitar, MS 1 or audition
GENERAL MUSIC, MS 1
GENERAL MUSIC, MS 2
must complete General Music 1
GENERAL MUSIC, MS 3
must complete General Music 2
Students will create, perform, and respond to music in a
variety of styles/genres. Students will develop the fundamentals
of proper vocal technique and choral singing in relation to
posture, breath control, tone, intonation, diction, blending,
singing in harmony, music literacy, and sight-singing. Students
will primarily sing state level 2 music. There will likely be
a minimum of two school concerts and students are expected
to participate in all performances. This course is open to all
students, regardless of music background.
Students will create, perform, and respond to music in a
variety of styles/genres. Students will continue to develop the
fundamentals of proper vocal technique and choral singing in
relation to posture, breath control, tone, intonation, diction,
blending, singing in harmony, music literacy, and sight-singing.
Students will primarily sing state level 2-3 music. There
will likely be a minimum of two school concerts as well as the
opportunity to participate in other festivals/performances and
students are expected to participate in all performances. An
audition and/or a prerequisite of MS Chorus 1 may be required.
Students will create, perform, and respond to music in a variety
of styles/genres. Students will continue to develop proper vocal
technique and choral singing in relation to posture, breath
control, tone, intonation, diction, blending, singing in harmony,
music literacy, and sight-singing in multiple keys and parts.
Students will primarily sing state level 3 music. There will
likely be a minimum of two school concerts as well as the
opportunity to participate in other festivals/performances and
students are expected to participate in all performances. An
audition and/or a prerequisite of MS Chorus 1 and/or 2 may be
This course is for students with no prior instrumental music
experience. Students prepare for participation in performing
ensembles and develop technical skills necessary to perform
Grade 1 Level music, a performance level established by
the National Association for Music Education and not
a reference to first grade. Basic instrumental skills are
developed by performing a variety of music. Students are
taught the elements of musical form, terms and symbols,
tone production, instrument care and maintenance, and the
importance of consistent practice habits. Cultural context
of the music and its historical significance as they relate to
performance is studied. Students may attend live performances
and perform in public. Students may be concurrently enrolled
with 7892, 6845, 6815, and Middle School Band I (6880) or
Orchestra I (6800) if necessary to run the course.
Students refine skills learned from their elementary Grade
4 and 5 instrumental music programs or in Middle School
Beginning Band, String, or Wind and Percussion, and develop
more advanced performance techniques. The development of
technical skills necessary to perform Grade 1 to Grade 2 Level
music is stressed. Emphasis is placed on developing formal
rehearsal decorum, following a conductor, and developing
pitch and rhythmic security in preparation for performing
an independent part in the traditional band or orchestra
ensemble. Students also learn melodic form and construction
as they examine and perform more complex folk melodies
and melodies from master composers. Students discuss the
social and intellectual influences that affected the creation of
the music they are studying. They begin to develop aesthetic
criteria for measuring the quality of instrumental performance.
Students may attend live performances and perform in public.
Prerequisite: Attainment of outcomes for Beginning Band, String, or
Wind/Percussion Instruments in Grades 4–5 or 6–8.
Students develop and refine their technical skills in order to
perform music at the Grade 2 Level of difficulty. Emphasis is
placed on developing formal rehearsal decorum, following
a conductor and developing pitch and rhythmic security
in preparation for performing an independent part in the
traditional band or orchestra ensemble. Students learn the
social, cultural, and intellectual influences reflected in the
musical works they are studying and discuss performance
styles and musical forms of corresponding historical periods.
The study of music theory includes performance and
recognition of major scales, diatonic and chromatic intervals,
and simple melodic dictation. The critical listening skills
that are developed as a result of preparation for instrumental
performance are used to help the student formulate criteria
for effectively evaluating his/her own performance as well as
the performance of others. This band or orchestra represents
middle schools at public performances.
Prerequisite: Attainment of outcomes for Middle School Band I or
Orchestra I. Students may also audition to qualify for this
course. This course may be taken for more than one year.
Students distinguish between abstract and programmatic
music and learn and discuss the social, intellectual, and
historical influences on each. Students develop and refine their
technical skills in order to perform music at the Grade 2 to
Grade 3 Level of difficulty. In addition, students perform and
historically categorize transcriptions of a variety of composers.
This band or orchestra represents middle schools at public
Prerequisite: Attainment of outcomes for Middle School Band II or
Orchestra II. Students may also audition to qualify for
this course. This course may be taken for multiple years.
Students in Grades 6, 7, or 8 with no previous theatre
experience should begin at Level 1 in the curricular sequence.
In this beginning level course, students will explore how
the theater is a space that both creates and challenges
COMMUNITY. Theatre artists create an ensemble amongst
themselves which functions as a safe space for risk-taking and
creating. A sustained investigation of COMMUNITY in this
intermediate level course engages students to study a variety of
dramatic works, participate in the creation and enhancement
of ensemble, and question the role of theatre within their
In MS Art Theatre 2, Grade 7 students explore a multitude
of identities on and off the stage. Personal, familial, and
cultural identities can provide a launchpad for exploring
self, character, conflict, and personal approaches to theatre.
IDENTITY is commonly at the root of nearly all dramatic
works and is a defining element in a theatre artists’ approach
to performance, design, production, and critique. A sustained
focus on IDENTITY enables students to approach a variety of
practices, games, dramatic works, traditions, and resources
through a common lens, one which reinforces theatre’s eternal
focus on “the human experience.”
Grade 8 students with no previous theatre experience may
begin at Level 2 with permission of the theatre teacher.
Students will be provided multiple and varied opportunities
explore IDENTITY and the many ways this theme can be
represented through visual art. Students will develop a
fundamental understanding of ideation, media techniques,
formal qualities, and compositional devices. Students in Grade
6, Grade 7, and Grade 8 with no previous art experience
in middle school should begin at Level 1 in the visual art
Students will explore how the theme of RELATIONSHIPS
can be used to create artworks that communicate personal
meaning and individual ideas. Students will gain a deeper
understanding of how artists generate and conceptualize ideas,
refine craftsmanship through practice and persistence, and
intentionally arrange compositional elements to effectively
communicate meaning. Students with no previous art
experience may begin at Level 2 with permission of the visual art teacher.
These year-long courses integrate visual art and computational thinking. By the end of the course, students will have mastered both the Maryland Technology Education Standards and the National Visual Art Standards. Students will investigate real-world problems, and then seek to design and create meaningful solutions via computational thinking and the artistic process.
Comprehensive Health Education promotes positive health- related attitudes and behaviors that support self-reliance and self-regulation, while developing health literacy skills and lifelong wellness. The health literacy skills emphasized throughout the program include analyzing influences, accessing information, interpersonal communication, decision making, goal-setting, self-management, and advocacy.Beginning in the 2018-2019 school year, the Family Life and Human Sexuality unit will include age-appropriate instruction on the meaning of “consent” and respect for personal boundaries in every grade in which the curriculum is taught. Health Education aligns with Be Well 365 by emphasizing lifelong positive health-related attitudes and behaviors that promote self-reliance and self-regulation for all students.
The Grade 7 Math Course builds on the learning from Grade 6 Math in multiple and meaningful ways. There are intentional connections between and within units in this course. This allows students to explore ideas informally and concretely in order to build toward a more formal and abstract understanding. The intent of this course, through the organization of content, carefully selected pedagogy, and inclusion of the Standards of Mathematical Practice in design, is that students will work collaboratively to deepen their understanding of concepts, practice procedural skill and fluency, and apply their understanding to a variety of contexts.
The Grade 7 Math Course begins by studying scale drawings and makes use of grade 6 arithmetic understanding and skill. Students then build on their understanding of ratios to study proportional relationships and apply that knowledge to the study of circles. The first semester ends by building on percentage work started in grade 6 to include operations with multiple percentages involving decrease or increase in value. During the 2nd semester, significant learning occurs involving computation with rational numbers and solving more complex equations and inequalities. The course is completed by building on knowledge of angle relationships and the introduction of probability.
Investigations into Mathematics (IM) extends students’ understanding of mathematical concepts developed in Mathematics 6 and accelerates the pace of instruction to prepare for Algebra 1. This course compacts all of the Grade 7 Common Core State Standards (CCSS) and much of the Grade 8 CCSS into a single year. Students who successfully complete IM are prepared for Algebra 1 in Grade 8. The remaining Grade 8 CCSS are compacted into the Algebra 1 course. Instruction for IM will focus on four critical areas: (1) developing a unified understanding of number, recognizing fractions, decimals (including both those that have a finite or a repeating decimal representation), and percents as different representations of rational numbers; (2) using linear equations and systems of linear equations to represent, analyze, and solve a variety of problems; (3) comparing two data distributions and reasoning about differences between populations; and (4) analyzing geometric relationships in order to solve real-world mathematical problems.
IM focuses on the Standards for Mathematical Practice to build a climate that engages students in the exploration of mathematics. The Standards for Mathematical Practice are habits of mind applied throughout the course so that students see mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Through this course, students will—
TOPICS OF STUDY:
The Algebra 1 A/B Course is designed to explore, analyze, and model real-world phenomena through a mathematical lens. Exploration of linear, exponential, and quadratic functions forms the foundation of the course. Students develop conceptual understanding and fluency in solving equations, inequalities, and systems by explaining and validating their reasoning with increased precision. Students deepen their understanding of functions and their ability to represent, interpret, and communicate about them. Key characteristics and representations of functions—graphic, numeric, symbolic, and verbal—are analyzed and compared. Students use these representations to model relationships and constraints, but also reason with them abstractly. One- and two-variable data sets are interpreted using mathematical models. Gathering and displaying data, measuring data distribution, and interpreting statistical results encourages students to collaborate, communicate, and explore new tools and routines. They then take these insights to a unit on two-variable statistics, where they extend their prior knowledge of scatter plots and lines of best fit. Throughout the units of study, classroom activities provide students with opportunities to engage in aspects of mathematical modeling. Modeling prompts are used so that students experience and engage in the full modeling cycle.
This course increases literacy in both written and visual text, improves collaboration skills, builds confidence and motivation, and provides opportunities for high-level thinking via specific strategies. Students transfer their skills as viewers of film to skills on the written page, as well as learn how to read visual text and create effective visual communications.
The course focuses on all three areas of the MCPS Moving Image Education—integrating, deconstructing, and creating the moving image. Students transfer reading skills.
This course offers a study of film and film history as the core for teaching more advanced literacy skills. Students learn the physics and history of motion pictures, as well as how to apply filmmaking techniques to their own visual communications.
Students read one novel as well as shorter written text selections and screenplays. The eight units include How Movies Got their Start; Silent Narrative Films; Early Talkies; Early Color; Genre Classics: The Golden Age of Hollywood; Classic Adaptations: The Golden Age of Hollywood and Beyond; Documentaries; Animation; and The Business of Film and Film Festivals. (Completion of Lights Camera, Literacy! is not required.)
This course offers a study of media, its history, and basic related physics concepts as the core for teaching even more advanced literacy skills. Lights, Camera, Media Literacy! presents a timeline of media with focus on the history and physics of communication from the earliest times via storytelling by troubadours and griots to today’s mass media world. The units include Storytelling; The Printing Press; Newspapers & Print Advertising; Photography & Film; Radio; Television; Computers and the Internet; and Media & Our World. Students develop related multimedia projects within each of these units. (Completion of Lights Camera, Literacy! or Lights, Camera, Film Literacy! is not required.)
The middle school physical education program focuses on health-related fitness, movement skills and concepts, and personal and social responsibility. Each physical education unit challenges students to better understand the benefits of physical activity toward fitness, fundamentals of efficient movement in physical activity and sport, and the essentials of responsibility in a movement setting. The learning tasks in physical education emphasize and teach problem-solving and decision-making skills. Students participate in games and activities that promote fitness, develop tactical awareness, and build social qualities. Physical Education aligns with Be Well 365 emphasizing lifelong positive health-related attitudes and behaviors that promote self-reliance and self-regulation.
By the end of Grade 7, students should know and be able to
do the following:
MOVEMENT SKILLS AND CONCEPTS
PERSONAL AND SOCIAL RESPONSIBILITY
In Investigations in Science 7, students will experience an interdisciplinary approach to science content, exploring all two of the three domains of science (Life Sciences & Earth Science) through hands-on explorations, productive discourse, and purposeful reading and writing. The curriculum is problem/project-based where students apply their understanding of science, technology, engineering, and mathematics (STEM) to propose solutions to real world phenomenon/problems.
How do the structures of organisms enable life’s functions? How do organisms grow and develop? How do organisms obtain and use the matter and energy they need to live and grow? How do food and fuel provide energy? If energy is conserved, why do people say it is produced or used?
MS-LS1-1, MS-LS1-2, MS-LS1-4, MS-LS1-5, MS-LS1-6, MS-LS1-7
Students will research a process for growing plants without the use of soil called hydroponics. Students will investigate a variety of different systems and growing mediums for raising plants and will analyze such variables as growth rate and food production. Students will learn that plants grown using this method take in oxygen and nutrients at a quicker pace and use less energy to absorb them. Plants will be used to introduce the structure and function of living organisms, and students will learn about the characteristics of living things, parts of the cell, and cellular processes. Students will also learn what materials are required by living things, how the materials are delivered, and how these materials sustain life.
How do the structures of organisms enable life’s functions? How do organisms obtain and use the matter and energy they need to live and grow? How do the systems of the human body function and perform basic life processes? How do body systems work together as a cohesive unit to make life possible?
MS-ETS1-1, MS-ETS1-2, MS-ETS1-3, MS-LS1-3, MS-LS1-7, MS-LS1-8
Students will study the body systems of organisms and explore how the interactions of those systems affect overall functions. Students will learn about the levels of organization within an organism and the contribution cells provide a system as the basic building blocks of life. Students will explore how matter and energy are processed by organisms to build, maintain, and repair themselves. Students will relate structure and function of body systems to nutritional requirements and disease prevention.
How do organisms grow and develop? How do organisms reproduce, (sexually or asexually) and transfer their genetic information to their offspring? What characteristic behaviors do animals perform that increase the odds of reproduction? How are the characteristics of one generation related to the previous generation? How does genetic variation among organisms affect survival and reproduction? Why do individuals of the same species vary in how they look, function, and behave?
MS-ETS1-1, MS-LS1-4, MS-LS3-1, MS-LS3-2, MS-LS4-5
Students will study the principles of heredity and genetics. They will learn how organisms reproduce and transfer their genetic information to their offspring. Students will study how characteristics get passed on from generation to generation and research several genetic disorders that affect human offspring. Students will use biotechnical processes to explore the genetic characteristics of organisms. Students will conduct a DNA extraction and a microarray will be performed as a way of checking the genotypes of the offspring.
How do people reconstruct and date events in Earth’s planetary history? What evidence shows that different species are related? How do Earth’s major systems interact? How does genetic variation among organisms affect survival and reproduction?
MS-ESS1-4, MS-ESS2-2, MS-LS4-2, MS-LS4-3, MS-LS4-4, MS-LS4-5, MS-LS4-6, MS-ETS1-1, MS-ETS1-2
Students will study Earth’s history, geological time, and explore how organisms have evolved. Students will examine the fossil record and construct explanations from mass extinctions. Students will explore the concepts of natural selection and adaptation and will learn that traits of an organism can change as a result of environmental conditions or a need for survival. Students will explore the similarities between organisms and use biotechnical processes, such as DNA fingerprinting, as means of identification.
The Digital Literacy 1 curriculum focuses on developing critical and creative thinking through reading, writing, speaking, listening, and viewing in a 21st-century approach. Working through a problem-based process, students learn to define real-world problems of interest, research the causes of those problems using real-time global texts, and then create solutions to address the problems. Students will advance their understanding of comprehension, analysis, and evaluation of text as well as vocabulary acquisition through reading complex informational and argumentative texts in a technology-rich medium. Students will collaborate regularly through research and solution phases of their investigations. Students’ curiosity and motivation will engage them in their investigations while learning and refining the processes that will enrich all other courses and prepare them for college and career projects.
Challenging Problem or Question
SEMESTER 1: HUMANITIESSEMESTER 2: STEM
The Digital Literacy 3 curriculum focuses on increasing critical and creative thinking through reading, writing, speaking, listening, and viewing through an integrated approach. Students will be introduced to a variety of social issues from various perspectives, examine the history of social movements and the impact on social and economic justice, explore their identity, and understand the ways in which communities can respond to these complex issues. Students will explore social justice terminology in order to better advocate for a socially just society. They will have multiple opportunities to participate in book clubs, where they will interact with classmates to analyze social justice texts. Students will participate in sustained inquiry, analysis, and evaluation of text through reading complex informational, expository, and argumentative texts in a technology-rich medium. Students will use research skills to investigate a contemporary social issue using real-time global texts and then create solutions to address the issue at the individual and/or systemic level.
READ 180 is an intensive reading intervention program designed to meet the needs of students whose reading achievement is below the proficient level. The program directly addresses individual needs through adaptive and instructional software, high-interest reading materials, and direct instruction in reading and writing skills. Students rotate among a small group, teacher-directed lessons, a computer station for reinforcement and practice, and an independent reading center where students read books at their reading level. The program is designed to rapidly accelerate student achievement with the goal of bringing students to grade level.
Unit 1: Students use their social studies literacy skills to investigate the geography of Latin America and the consequences of geographic modifications. Students will explore life in Latin America at the height of the Aztec and Inca Empire learning how modifications to their environment were essential to their success. Additionally, students will be able investigate and research life in Latin America today and the impact economic choices have had on the environment of their respective region. Unit Question: Why do people modify their environment?
Unit 2: Students use their social studies literacy skills to evaluate the structures and functions of an evolving political system starting at the height of the Roman Empire, ending with the formation of individual nation states in Europe. By studying the changing political systems of Europe from feudalism to the emergence of nation-states, students learn how the source of power in the modern age became centralized and dependent on a growing middle class. At the end of the unit students will be able to answer the Unit Question: How is a political system impacted when a society changes?
Unit 3: Students use their social studies literacy skills to investigate the culture of Medieval African societies and modern day Africa. Students gain an understanding of how culture impacts a society and the decisions made by a society in regards to their political and economic structures. By investigating the culture of African societies, students will begin to examine their own culture to better understand how the beliefs, values and traditions held by cultural groups impact modern day social and political structures. At the end of the unit students will be able to answer the Unit Question: How do interactions among diverse cultures impact a society?
Unit 4: Students use their social studies literacy skills to investigate the shift to a global market place after the Middle Ages by analyzing the benefits and costs of a world connected by trade. Students end the unit by shifting from how a global market changed the world in 1450-1750 to how it is changing the world today and the institutions put into place to support the global economic and political foundations. Unit Question: How does globalization impact the world?
Students are encouraged to pursue World Language offerings
as early as possible in middle school. The world languages
available in middle schools are Chinese, French, Italian,
Japanese, Spanish, and Spanish for Spanish Speakers. Offerings
vary by school. The world language courses are high school
credit-bearing courses. Please see page 4 for more information
about high school credit in middle school. Course numbers
are language and level dependent.
Students begin to learn to communicate orally and in writing
in a culturally appropriate manner about topics related to
daily life. They interpret basic information when listening
and reading. Vocabulary and basic grammatical structures are
taught within the context of these familiar topics. Culture is
embedded throughout the course.
NOTE: Levels 1A and 1B may be offered in middle school as full-year
courses. In that case, students must pass the full year of 1A and the full
year of 1B in order to earn one high school credit.
Students expand their ability to communicate orally and in
writing in a culturally appropriate manner about topics related
to daily life. They interpret information when listening and
reading. Vocabulary and grammatical structures are taught
within the context of these topics. Culture is embedded
throughout the course.
Students continue to expand their ability to communicate
orally and in writing in a culturally appropriate manner about
a variety of familiar topics. They interpret detailed information
when listening and reading. Vocabulary and more complex
grammatical structures are taught within the context of these
topics. Culture is embedded throughout the course.
Spanish for Spanish Speakers 1 A/B and Spanish for Spanish
Speakers 2 A/B are offered at selected middle schools. Spanish
for Spanish Speakers provides language instruction for
students with proficiency in Spanish, either because it is their
first language or it is spoken extensively in their home. Each
course integrates history, culture, language, and connections
related to the Spanish-speaking world.
Students who have completed an MCPS elementary school
immersion program may join the immersion programs at
the middle school level. Students who did not participate
in the elementary program may test into an immersion
program, if there is space available. The following middle
schools offer these courses: Silver Spring International Middle
School (Spanish/French), Westland Middle School (Spanish),
Gaithersburg Middle School (French) and Hoover Middle
The immersion language courses are high school creditbearing courses. Please see page 4 for more information about
high school credit it middle school.
A two-period program of instruction enables students to
enhance their language development through one period of
language class and one period of the MCPS social studies
curriculum in French.
A two-period program of instruction enables students in
Grades 6 and 7 to enhance their language development
through one period of language class and one period of the
MCPS social studies curriculum in Spanish. In Grade 8,
students continue with one period of language instruction.
This one-period course continues to build on the language
skills acquired in the elementary school immersion program.
Students transition into the regular MCPS Chinese 2 course in