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CHV2O, Civics

Civics, CHV2O, Grade 10, Open

Policy DocumentThe Ontario Curriculum, Grades 9 and 10: Guidance and Career Education, 2006 (revised)

Reference: https://www.edu.gov.on.ca/eng/curriculum/secondary/guidance910currb.pdf

 

Course Description

This course explores rights and responsibilities associated with being an active citizen in a democratic society. Students will explore issues of civic importance such as healthy schools, community planning, environmental responsibility, and the influence of social media, while developing their understanding of the role of civic engagement and of political processes in the local, national, and/or global community. Students will apply the concepts of political thinking and the political inquiry process to investigate, and express informed opinions about, a range of political issues and developments that are both of significance in today’s world and of personal interest to them.

 

Prerequisite: None.

 

Summary of Units and Timelines

 

            Below is the suggested sequence of course unit delivery as well as the recommended number of hours to complete the respective unit. For complete details of targeted expectations within each unit and activity, please see each Unit Overview found in the course profile.

 

 

Sequence

Unit Name

Suggested Time

Unit 1

Civics and Citizenship in Your Community

17 hours

Unit 2

Government and the Political Process

17 hours

Unit 3

Global Civics

17 hours

Summative

Analysis of Charitable Organization Video

4 hours

 

 

Total: 55 hours


 

Fundamental Concepts Covered in This Course

            

               Students will learn what it means to be an informed, active citizen in a democratic society. Students will learn about the elements of democracy and the meaning of democratic citizenship in local, provincial, national, and global contexts. In addition, students will learn about social change, examine decision-making processes in Canada, explore their own and others’ beliefs and perspectives on civics questions, and learn how to think and act critically and creatively about public issues.

 

 

Teaching and Learning Strategies

 

            Teachers will bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student. The activities offered should enable students to relate and apply these concepts to the social, environmental, and economic conditions and concerns of the world in which they live. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners.

               One of the keys to student success is high-quality instruction. Teachers who provide quality instruction respect students’ strengths and address their learning needs, using assessment information to plan instruction. They clarify the purpose for learning, help students activate prior knowledge, and differentiate instruction for individual students and small groups according to need. Teachers explicitly teach and model learning strategies and encourage students to talk through their thinking and learning processes. They also provide many opportunities for students to practise and apply their developing knowledge and skills. Effective teaching approaches involve students in the use of higher-level thinking skills and encourage them to look beyond the literal meaning of texts and to think about fairness, equity, social justice, and citizenship in a global society. In light of these goals, this course will include the following strategies for teaching and learning:

 

  • Independent research and analysis
  • Online quizzes
  • Collaborative online discussions
  • Peer feedback and critiques
  • Independent written assignments
  • Practical exercises using technology
  • Final summative project
  • Final examination

 

 

 

 

Online & Offline Components

 

            The design of this course is intended to offer a rich balance between online and offline elements. The following is a summary of the course components and their delivery format. Please refer to the individual unit outlines for specific details.

 

Course content & instruction: online

Communication between teacher and students: online & offline

Collaboration between students: online

Assessment & evaluation: online & offline

 

 

Assessment & Evaluation for Student Achievement

            The primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement.

            Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations. A students’ achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated.

            In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

  • Address both what students learn and how well they learn;
  • Are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart
  • Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning;
  • Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;
  • Are fair to all students;
  • Accommodate students with special education needs, consistent with the strategies outlined in their Individual Education Plan;
  • Accommodate the needs of students who are learning the language of instruction;
  • Ensure that each student is given clear directions for improvement;
  • Promote students’ ability to assess their own learning and to set specific goals
  • Include the use of samples of students’ work that provide evidence of their achievement;
  • Are communicated clearly to students and parents at the beginning of the school year and at other appropriate points throughout the school year.

            The achievement chart for Guidance and Career Education outlines four categories of knowledge and skills. They include; knowledge and understanding, thinking and investigation, communication and application. Teachers will ensure that student work is assessed and/or evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories.

            A final grade is recorded for this course, and a credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:

  • Seventy percent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement. The 70% will be distributed in the following achievement chart categories: 20% knowledge and understanding, 20% application, 15% communication, 15% thinking. Student work will be assessed and evaluated in a balanced manner with respect to the four categories within each unit throughout the course.
  • Thirty percent of the grade will be based on final evaluations in the form of a summative project (10%) and a final examination (20%), completed towards the end of the course.

 

 

 

Accommodations

            All students can succeed. Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate. The accommodations required to facilitate the student’s learning must be identified in his or her Individual Education Plan (IEP). Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.

            Examples of accommodations (but not limited to) include:

  • Adjustment and or extension of time required to complete assignments or summative tasks
  • Providing alternative assignments or summative tasks
  • Use of scribes and/or other assistive technologies
  • Simplifying the language of instruction

Resources

             Teachers will bring additional resources and teaching materials that provide a rich and diverse learning environment. Units in this course profile may make specific reference to a variety of readings required for this course but can be substituted for any relevant and approved text.

 

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