How to get started with CGC1D – Issues in Canadian Geography:

Step 1:  Select course(s), add to cart and checkout.

Step 2:  After payment, complete the registration form which can be found in your email confirmation.

Step 3:  Send all required documentation to info@llinstitute.com

International students please contact info@llinstitute.com before registration

Course Code: CGC1D

Grade: 9

Course Description:

This course examines interrelationships within and between Canada’s natural and human systems and how these systems interconnect with those in other parts of the world. Students will explore environmental, economic, and social geographic issues relating to topics such as transportation options, energy choices, and urban development. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate various geographic issues and to develop possible approaches for making Canada a more sustainable place in which to live.

Prerequisite: None

CGC1D Course Outline

The Ontario Curriculum, CGC1D – Issues in Canadian Geography

Assessment & Evaluation Components

The primary purpose of assessment and evaluation is to improve student learning. Assessment is the process of gathering information from a variety of sources (including student/teacher conferences, discussions, assignments, demonstrations, projects, performances and tests) that accurately reflect student learning.

Three types of assessment are used:

Assessment for learning is used by students and teachers to determine what students already know and can do with their knowledge, so teachers can plan instruction and further assessment.

Assessment as learning focuses on fostering students’ abilities to assess their own learning goals, reflect on their learning, and make adjustments in their learning approaches.

Assessment of learning is used to record and report what has been learned in the past.

Evaluation refers to the process of judging the quality of student learning on the basis of established performance standards and assigning a value to represent that quality. Evaluation accurately summarizes and communicates to parents, other teachers, employers, institutions of further education, and students themselves what students know and can do with respect to the overall curriculum expectations. Evaluation is based on assessment of learning that provides evidence of student achievement at strategic times throughout the course.

There are four levels of achievement for students who are passing this course:

Level 1 – (50-52%) Level 3 – (70-72%)

Level 1 (53-56%) Level 3 (73-76%)

Level 1+ (57-59%) Level 3 + (77-79%)

Level 2 – (60-62%) Level 4 – (80-86%)

Level 2 (63-66%) Level 4 (87-94%)

Level 2 + (67-69%) Level 4 + (95-100%)

Level 3 is the provincial standard for student achievement.

A wide range of assessment strategies (tests, portfolios, journals, essays, presentations, observation, conferencing and projects), combined with an array of instrument tools (including detailed marking schemes, checklists, rubrics and exemplars), is used in order to measure student achievement of overall course expectations.