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Course Code: CHV2O
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.
The course has three strands. Instruction and learning related to the expectations in strand A are to be interwoven with instruction and learning related to expectations from the other two strands. Strand A must not be seen as independent of the other strands. Student achievement of the expectations in strand A is to be assessed and evaluated throughout the course. Throughout this course, when planning instruction, teachers should weave the expectations from strand A in with the expectations from strands B and C. Aspects of the citizenship education framework found on page 10 should also be considered when planning instruction.
CHV2O Course Outline
Ministry of Education Curriculum: Civics
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 1 (53-56%)
Level 1+ (57-59%)
Level 2 – (60-62%)
Level 2 (63-66%)
Level 2 + (67-69%)
Level 3 – (70-72%)
Level 3 is the provincial standard for student achievement.
Level 3 (73-76%)
Level 3 + (77-79%)
Level 4 – (80-86%)
Level 4 (87-94%)
Level 4 + (95-100%)
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.