Course Description
Course Outline
| Unit | Unit Title | Key Focus | Hours |
|---|---|---|---|
| Unit 1 | Civic Awareness & Digital Citizenship | Civic identity, digital literacy, critical thinking, responsible citizenship | 15 hrs |
| Unit 2 | Canadian Government & Decision-Making | Levels of government, roles, responsibilities, policy-making process | 25 hrs |
| Unit 3 | Rights, Freedoms & Indigenous Governance | Charter of Rights and Freedoms, Indigenous governance systems, reconciliation | 20 hrs |
| Unit 4 | Civic Engagement & Community Action | Active citizenship, volunteering, social action, service learning | 25 hrs |
| Unit 5 | Government, Economy & Public Policy | Economic decision-making, public policy impacts, global connections | 15 hrs |
| Final Evaluation | Culminating Task & Reflection | Action plan, presentation, reflection, assessment | 10 hrs |
| Total Course Hours (as stated in the PDF) | 55 hrs | ||
Overall Curriculum Expectations
Political Inquiry and Skill Development
- Political Inquiry:
Use the political inquiry process and concepts of political thinking to investigate issues, events, and developments of civic importance. - Developing Transferable Skills:
Apply skills developed through civics investigations in everyday contexts and identify careers where civics and citizenship knowledge may be useful.
Civic Awareness
- Civic Issues and Democratic Values:
Describe beliefs and values associated with democratic citizenship in Canada and explain their connection to civic action and positions on civic issues. - Canadian and Indigenous Governance Systems:
Explain the roles and responsibilities of institutions, structures, and positions within Canadian and Indigenous governance systems, including treaty and Crown-Indigenous relationships. - Rights and Responsibilities:
Analyze key rights and responsibilities of citizenship in Canadian and global contexts and examine ways these rights are protected or may be infringed upon.
Civic Engagement, Service, and Action
- Civic Contributions, Inclusion, and Service:
Analyze the importance of contributions to the common good and assess the recognition of diverse beliefs, values, and perspectives in Canadian and international communities. - Engaged Citizenship and Creating Change:
Analyze a civic issue of personal interest and propose and assess methods of creating positive change in the community.
Teaching and Learning Strategies
In this course, students will experience the following activities:
- Presentations and Multimedia:
Presentations, videos, readings, current events, case studies, and multimedia resources introduce and reinforce civic concepts and issues. - Teacher–Student Discussions:
Classroom discussions, conferences, and virtual meetings provide opportunities to ask questions, explore perspectives, discuss civic issues, and receive feedback. - Instructor Demonstrations:
Teachers model political inquiry, research, source evaluation, critical thinking, and analysis of civic issues and government systems. - Civic Inquiry and Research:
Students investigate civic issues by developing questions, gathering and evaluating information, analyzing evidence, and communicating conclusions. - Discussion Forums:
Students share perspectives on civic issues, respond to classmates, and participate in respectful and informed discussions. - Current Events and Case Studies:
Students examine current and historical events, Canadian and global issues, government decisions, and civic actions to connect course concepts to real-world situations. - Government and Citizenship Activities:
Students explore Canadian and Indigenous governance systems, democratic values, rights and responsibilities, elections, and civic participation through practical activities and examples. - Individual Activities and Assignments:
Students complete readings, research tasks, written responses, quizzes, reflections, and other activities to demonstrate their learning. - Collaborative Learning:
Students participate in group discussions, debates, problem-solving activities, presentations, and collaborative investigations of civic issues. - Civic Engagement and Action:
Students examine issues of personal or community interest and explore ways individuals and groups can contribute to positive change. - Digital and Media Literacy:
Students use digital tools to locate, evaluate, organize, and communicate information while considering source reliability, bias, perspective, and responsible digital citizenship. - Reflection and Metacognition:
Students reflect on their learning, evaluate their participation, identify areas for improvement, and set goals for continued development.
Assessment Strategies
Assessment practices support student progress and achievement through a variety of diagnostic, formative, and summative strategies. Observations, discussions, conferences, research activities, current-events tasks, assignments, quizzes, presentations, debates, and written responses are used regularly to monitor learning and provide timely feedback.
Students participate in self-assessment and peer assessment to reflect on their learning, civic participation, and areas for improvement.
Assessment focuses on students’ understanding of civic concepts, political inquiry skills, critical thinking, communication, and application of learning to real-world civic issues.
Appropriate accommodations are provided in accordance with students’ IEPs.
Final Grade
Term Work (65%)
Based on assessments completed throughout the course, including:
| Category | Weight | Examples |
|---|---|---|
| Knowledge & Understanding (K/U) | 20–25% | Quizzes, content checks, vocabulary tasks |
| Thinking / Inquiry (T/I) | 15–20% | Issue analysis, research, inquiry tasks |
| Communication (C) | 15–20% | Written responses, presentations, discussions |
| Application (A) | 15–20% | Civic action plans, case studies, real-world connections |
Term work is assessed continuously through assignments, activities, projects, and reflections.
Final Evaluation (20% – Written Exam)
In accordance with the Ministry of Education’s September 2026 mandatory assessment and evaluation requirements for Grades 9 to 12, the Canadian and World Studies (Civics and Citizenship) final evaluation for this course is a 20% written exam.
The exam evaluates overall achievement of course expectations and is written in person during the designated exam period.
Written Final Exam (20%)
The written exam must be completed independently and reflect the overall expectations of the course.
Attendance and Participation (15%)
Excused absences will not negatively affect a student’s mark. Attendance and participation will be evaluated using the Ministry’s established criteria, including participation in class discussions, contribution of ideas, asking relevant questions, respecting the contributions of others, and contributing to a positive classroom learning environment.
Attendance Policy
Regular attendance and active engagement are important for student success in CHV2O – Civics and Citizenship, Grade 10. Attendance and participation are monitored through the school’s Learning Management System (LMS).
The CHV2O online credit course is designed to meet or exceed the minimum 110 hours of instructional time required for a credit course. Instructional time and student engagement are monitored through:
- LMS Engagement:
Students are expected to log in regularly and actively participate in lessons, discussions, research activities, assignments, and other online learning activities. - Biweekly Check-Ins:
Students complete a brief check-in every two weeks to review their progress, participation, and completion of course requirements. - Course Assessments:
Civic inquiry activities, current-events tasks, assignments, quizzes, discussions, presentations, and other assessments are used to monitor student progress and pacing. - Instructional Records:
The school maintains records of instructional time, attendance, course participation, and student engagement through the LMS and other course records.
Students are responsible for maintaining regular participation, completing required learning activities, and meeting course deadlines. Students who demonstrate limited participation or fall behind in course requirements may be contacted and provided with appropriate academic support.
Evaluation Model
15% Total Attendance Weight
| Component | Weight | Quantifiable Metric Criteria |
|---|---|---|
| LMS Engagement | 5% | Logs in regularly and completes required weekly lessons, activities, and learning tasks. |
| Weekly Participation | 5% | Meets at least 3 of 4 weekly engagement indicators: discussion participation, civic inquiry activities, collaborative tasks, and on-task learning. |
| Assignment Punctuality | 5% | Submits required assignments, research activities, and civic learning tasks on or before the due date through the required platform. |
Achievement Chart: Civics and Citizenship
| Level / % | Knowledge & Understanding (K/U) | Thinking (T/I) | Communication (C) | Application (A) |
|---|---|---|---|---|
| Level 4 (80–100%) | Thorough understanding of civic concepts and issues | Highly effective inquiry and analysis | Very clear, logical, and persuasive communication | Highly effective application in real-life civic contexts |
| Level 3 (70–79%) | Solid understanding of civic concepts | Effective inquiry and reasoning | Clear and coherent communication | Effective application in familiar contexts |
| Level 2 (60–69%) | Some understanding with minor errors | Inconsistent inquiry skills | Partially clear communication | Limited application |
| Level 1 (50–59%) | Limited understanding | Minimal inquiry skills | Unclear communication | Very limited application |
The Report Card
Student achievement in CHV2O will be communicated formally through official report cards issued at midterm and end of course.
The report card reflects a student’s performance in Grade 10 Civics and Citizenship and provides a final grade based on 65% classroom work completed throughout the course, 20% mandatory final evaluation (a written exam), and 15% attendance and participation, in accordance with the Ministry of Education’s September 2026 mandatory assessment and evaluation requirements for Grades 9 to 12.
Achievement is reported across four categories:
- Knowledge and Understanding (K/U) – understanding of civic concepts, rights, and responsibilities
- Thinking and Inquiry (T/I) – political inquiry, critical thinking, and issue analysis
- Communication (C) – clarity and effectiveness of civic expression
- Application (A) – application of civic knowledge to real-life contexts
Learning Skills and Work Habits are evaluated separately as Excellent (E), Good (G), Satisfactory (S), or Needs Improvement (N).
Considerations for Program Planning
Planning Programs for Students with Special Education Needs
| Area | Consideration / Strategy | Examples / Tools |
|---|---|---|
| Identification of Needs | Review IEPs and assessments | ADHD, learning disabilities |
| Learning Goals | Create individualized SMART goals | Express informed opinions with support |
| Curriculum Adaptation | Differentiate tasks | Simplified readings, graphic organizers |
| Instructional Strategies | Scaffold learning | Debates, role-play, guided inquiry |
| Assessment & Evaluation | Provide accommodations | Oral responses, extra time |
| Collaboration | Work with support staff and families | Ongoing communication |
| Monitoring & Adjustment | Track progress | Feedback and conferencing |
| Motivation & Engagement | Encourage student voice | Choice-based civic projects |
| Resources | Provide additional supports | Civic simulations, videos |
Program Considerations for English Language Learners
- Ontario schools have multilingual student populations.
- Students may have a first language other than English.
- English language learners may:
- Be born in Canada and raised in multilingual families and communities.
- Be newcomers from other countries with different linguistic, cultural, and educational backgrounds.
- Have experience with highly developed educational systems or limited access to formal schooling.
- Teachers should recognize that many English language learners are entering a new linguistic and cultural environment.
The Role of Technology in the Program
Information and communications technologies (ICT) can extend and enrich instructional strategies and support student learning.
ICT tools may include:
- Multimedia resources
- Databases and Internet websites
- Digital cameras
- Word-processing programs
ICT can help students:
- Collect, organize, and sort information
- Write, edit, and present their findings
- Connect with other schools and the global community
Students should be encouraged to use ICT appropriately to support and communicate their learning.
Resources Required
Required Textbooks and Resources
- Nelson Civics and Citizenship – Grade 10
- Government publications, news articles, case studies, and civic documents
- Teacher-prepared worksheets, inquiry guides, and discussion prompts
Digital Resources and Software
- Google Drive – assignment submission, collaboration, and file storage
- Internet access for research, civic simulations, and current events
- Microsoft Office Suite (Word, PowerPoint) or equivalent tools
Teacher Considerations
- Assistive technology (text-to-speech, speech-to-text) may be used.
- Flexible formats for assignments (written, oral, visual, or digital).
Key Skills Developed
Tips for Success
Stay Updated:
Check Announcements, “What’s New,” and your mailbox daily for important course information and updates.
Manage Your Time:
Check the course calendar, plan ahead, and submit assignments by the due dates. Aim for 1–2 hours of focused study each day.
Follow Instructions:
Review assignment instructions, success criteria, and assessment requirements before submitting your work.
Participate and Communicate:
Participate in discussions and activities, ask questions, and communicate regularly with your teacher for support and feedback.
Plan for Your Future:
Connect course activities to your interests, strengths, career goals, postsecondary options, and future opportunities.
Use Feedback:
Review teacher feedback, reflect on your learning, and use suggestions to improve your work and future plans.
Technical Issues:
Contact the Help Desk.
Course-Related Questions:
Contact your teacher and expect a response within 24 hours. For urgent matters, include “URGENT” in the subject line.
