Overview
This curriculum policy presents the revised and updated curriculum expectations for the compulsory Grade 10 Civics and Citizenship course (CHV2O). This revised course supersedes the course outlined in The Ontario Curriculum, Grades 9 and 10: Canadian and World Studies, 2018. Beginning in September 2022, the Grade 10 Civics and Citizenship course implemented in all Ontario secondary schools will be based on the expectations outlined in this curriculum policy.
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.
For information about assessment and evaluation of student achievement in Civics and Citizenship, refer to pages 33 and following of The Ontario Curriculum, Grades 9 and 10: Canadian and World Studies, 2018.
Strand A
| A: Political Inquiry and Skill Development |
| Overall Expectations |
| A1. Political Inquiry: use the political inquiry process and the concepts of political thinking when investigating issues, events, and developments of civic importance |
| A2. Developing Transferable Skills: apply in everyday contexts skills developed through investigations related to civics and citizenship education, and identify some careers in which civics and citizenship education might be an asset |
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 of The Ontario Curriculum, Grades 9 and 10: Canadian and World Studies, 2018 should also be considered when planning instruction.
Strands B–C
| Overall Expectations and Related Concepts of Political Thinking | Big Ideas | Framing Questions |
| B: Civic Awareness | ||
| B1. Civic Issues, Democratic Values: describe beliefs and values associated with democratic citizenship in Canada, and explain how they are related to civic action and to one’s position on civic issues (FOCUS ON: Political Significance; Political Perspective) | In a democratic society, people have different beliefs, which influence their position and actions with respect to issues of civic importance. |
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| B2. Canadian and Indigenous Governance Systems: explain, with reference to a range of issues of civic importance, the roles and responsibilities of various institutions, structures, and positions in Canadian and Indigenous governance systems, treaty relationships, and other Crown-Indigenous relations (FOCUS ON: Stability and Change; Political Perspective) | An understanding of how the different orders of government, as well as territorial, municipal, and Indigenous governments, function and make decisions enables people to effectively engage in the political process. | |
| B3. Rights and Responsibilities: analyse key rights and responsibilities associated with citizenship, in both the Canadian and global context, and some ways in which these rights are protected or may be infringed upon (FOCUS ON: Political Significance; Objectives and Results) | People living in Canada have rights and freedoms based in law; at the same time, they have responsibilities associated with citizenship. | |
| Overall Expectations and Related Concepts of Political Thinking | Big Ideas | Framing Questions |
| C: Civic Engagement, Service, and Action | ||
| C1. Civic Contributions, Inclusion, and Service: analyse the importance of various contributions to the common good, and assess the recognition of diverse beliefs, values, and perspectives, in communities in Canada (FOCUS ON: Political Significance; Stability and Change; Political Perspective) | People, including students, have various ways to voice their points of view within the many communities to which they belong. |
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| C2. Engaged Citizenship and Creating Change: analyse a civic issue of personal interest, and propose and assess methods of creating positive change in their community (FOCUS ON: Political Significance; Objectives and Results; Political Perspective) | Through the critical analysis of issues and methods of creating positive change, students find ways to contribute to their community. | |
Note: For a discussion of the purpose of big ideas and framing questions, see page 14 of The Ontario Curriculum, Grades 9 and 10: Canadian and World Studies, 2018. Note that the sample chart that appears on that page has been superseded by the chart above.
