Curriculum Coordinator and Learning Strategist

Dr. Karen McCloskey

BEd, MEd

CGC1W

Grade 9

De-streamed

Geography

Find additional course details below, including delivery format, course availability, course duration, prerequisite, tuition fee, hardware/software requirements, etc.

CGC1W

Grade 9

De-streamed

Geography

Find additional course details below, including delivery format, course availability, course duration, prerequisite, tuition fee, hardware/software requirements, etc.

Course Details

Course Code

CGC1W

Course Name

Geography

Grade

Grade 9

Course Type

De-streamed

Format

Asynchronous Delivery

Prerequisite

None

Tuition Fee

$500.00

Course Duration

At Your Own Pace (4 weeks to 6 months)

Credit Value

1.0

Availability

Start Anytime

Course Reviser/Developer

Dr. Karen McCloskey

Latest Revision Date

July 2026

Curriculum

The Ontario Curriculum: Exploring Canadian Geography, Grade 9, De-streamed (CGC1W), 2024

Course Description, Unit Overview, Timeline

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

Outlined below is a description of each unit, including what students will learn and the recommended hours for completion.

Unit Title & Description

Time Allocated

Unit 1: Exploring Canada’s Geography

In this unit, you will begin thinking like a geographer. You will explore Canada’s physical landscapes, identify physical and human features, ask geographic questions, and learn how maps, data, and sources help explain patterns across the country. You will examine Canada’s landforms, physical regions, and the processes that shape them, while also learning how physical geography influences where people live, work, and build communities.

14 Hours

Unit 2: Canada’s Natural Resources

In this unit, you will investigate how Canada’s natural resources shape industries, communities, and decisions about land use. You will explore renewable, non-renewable, and flow resources; examine where resources are found; and analyze how physical geography, accessibility, extraction, transportation, and global markets affect resource development. You will also consider sustainability and multiple perspectives, including Indigenous perspectives, when evaluating resource decisions.

17 Hours

Unit 3: Interactions and Interrelationships

In this unit, you will examine how natural systems and human activities influence each other. You will explore examples such as rivers, settlement, resource development, climate change, natural hazards, and environmental issues. You will use geographic inquiry to ask questions, analyze evidence, identify risks, consider different perspectives, and explain how communities respond to environmental change and human–environment interactions in Canada.

20 Hours

Unit 4: Changing Populations

In this unit, you will investigate how Canada’s population is distributed, how it changes, and why people move. You will interpret maps, population data, migration patterns, and population pyramids to understand demographic trends. You will analyze how population growth and migration affect housing, services, infrastructure, quality of life, and sustainability in Canadian communities.

17 Hours

Unit 5: Building Sustainable Communities

In this unit, you will apply your geographic thinking to real community planning decisions. You will explore land use, population growth, housing, transportation, green space, infrastructure, perspectives, trade-offs, and sustainability. Using real Canadian examples and mapping tools, you will evaluate solutions, consider different viewpoints, and make evidence-based decisions about how communities can become more sustainable and liveable.

28 Hours

Final Exam/Culminating Task

Culminating Task [10 Hours] You will complete a culminating geographic inquiry task that brings together your learning from across the course. You will investigate a Canadian geographic issue, use evidence, consider multiple perspectives, evaluate possible solutions, and communicate a supported conclusion about how Canada can become more sustainable.

Practice Exam Review [2 Hours] You will review key geographic concepts, inquiry skills, and course expectations in preparation for the final exam in a practice exam. You will practise using evidence, interpreting maps and data, applying geographic thinking, and responding to questions that connect learning from across the course.

Final Exam [2 Hours] You will complete a final exam that demonstrates your understanding of Canadian geography, geographic inquiry, geographic thinking concepts, and the major themes of the course.

14 Hours

Total Hours

110 Hours

Teaching and Learning Strategies

Teaching and Learning Strategies

Geographic Inquiry: You will investigate real Canadian geographic issues by asking questions, gathering and organizing information, analyzing evidence, drawing conclusions, and communicating findings. Inquiry tasks are used throughout the course, including physical geography investigations, resource case studies, environmental issue analysis, population inquiries, sustainable community planning, and the culminating project.

Map, Data, and Geospatial Skill Development: You will use maps, graphs, charts, population data, satellite images, and digital mapping tools to identify patterns and relationships. Activities include reading physical and population maps, using Google Earth or Google Maps, analyzing land use, interpreting demographic data, and using map evidence to support geographic conclusions.

Source Evaluation and Media Literacy: You will practise evaluating the credibility, bias, perspective, and reliability of geographic sources. This includes checking government sources, news articles, data sets, maps, videos, and other digital information before using evidence in your work.

Case Studies and Real-World Applications: You will apply geographic thinking to Canadian examples such as wildfires, resource development, human–environment interactions, climate change, migration, housing pressure, population growth, land use, and sustainable community planning. Case studies help you connect course concepts to real decisions affecting people and places.

Interactive Practice and Checks for Understanding: Short practice activities, quizzes, map checks, sorting tasks, drag-and-drop activities, source checks, and scenario questions help you build understanding before completing major assessments. These activities provide opportunities to practise vocabulary, identify patterns, interpret evidence, and apply geographic thinking.

Discussion and Perspective-Taking: You will consider different viewpoints on geographic issues, including environmental, economic, social, cultural, community, and Indigenous perspectives where they are part of the issue. Discussion activities help you communicate respectfully, explain your reasoning, and recognize that geographic decisions often involve trade-offs.

Project-Based Learning: Major assessments ask you to apply your learning to meaningful geographic tasks. You will complete inquiry reports, case studies, data analysis tasks, community proposals, and a culminating geographic inquiry project. These projects require you to use evidence, organize ideas, communicate clearly, and make supported conclusions.

Reflection and Self-Assessment: You will use checklists, trackers, rubrics, planning prompts, and reflection questions to monitor your learning. Reflection helps you identify strengths, areas for improvement, and next steps in your geographic thinking, communication, and inquiry skills.

Scaffolded Skill Building: The course is designed so that skills build over time. You begin by asking geographic questions and identifying patterns, then move toward evaluating sources, analyzing data, considering perspectives, assessing impacts, evaluating solutions, and making evidence-based decisions.

Technology-Enhanced Learning: You will use digital tools to create, organize, and communicate geographic learning. This may include documents, slides, maps, charts, images, diagrams, audio, video, and presentation tools. Technology is used to support inquiry, spatial thinking, communication, and accessibility.

Assessment and Evaluation

A wide variety of assessment and evaluation tools will be used to earn credits towards the Ontario Secondary School Diploma at Royal Ontario Academy, including quizzes, tests, projects, essays, journals, and final assessments. The final exam is a closed-book, online test that is proctored and has a time limit. Students may also be required to appear on video for other assessments in certain courses.

At Royal Ontario Academy, the final mark in every course is made up of three parts:

65% is based on coursework completed throughout the online course.
20% is based on a final evaluation.
15% is based on attendance and participation, reflecting consistent weekly engagement with the course.

Depending on the course, the final evaluation may be a proctored written exam, a culminating task such as a project, essay, or presentation, or a combination of both. Attendance and participation reflects how consistently a student engages with their learning each week, and excused absences approved by the Principal do not lower this part of the mark.

Students will receive two reports per course:

First Report (Midterm): Issued when the student reaches the halfway point of the course. It reflects achievement and development to that point, including attendance and participation.
Final Report: Reflects overall achievement and development for the entire course, including attendance and participation.

This course follows the current Growing Success requirements, including the mandatory assessment and evaluation updates that take effect in the 2026-2027 school year. According to Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, the primary purpose of assessment and evaluation is to improve student learning. To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the improvement of learning for all students, Royal Ontario Academy teachers use practices and procedures that:

are fair, transparent, and equitable for all students;
support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Metis, or Inuit;
are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
are communicated clearly to students and parents at the beginning of the course and at other appropriate points throughout the course;
are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

Accommodations and IEP for Students

At Royal Ontario Academy, we believe that all OSSD students can benefit from a more accommodating online learning experience Accommodations allow for increased access to the course, without any changes to the knowledge and skills the student is expected to demonstrate.

An Individual Education Plan (IEP)is a personalized document that outlines a students’ learning needs, as well as the accommodations or services they require to succeed in their courses. At Royal Ontario Academy, our flexible online learning environment already addresses many common accommodation needs, but if a student requires additional support, our Principal is ready to help you!

– Students with Existing IEP: If a student has an existing IEP from another elementary or secondary school, Royal Ontario Academy can implement the listed accommodations, provided they are applicable within our online learning environment. To do so, a copy of the students’ IEP must be submitted to our Principal for review.

– Students Without IEP: If a student requires accommodations but does not currently have an IEP, our Principal will work with the student to assess their learning needs and develop a path forward. In this case, students will need to submit supporting documentation to help determine the appropriate accommodations.

– English Language Learners:– English Language Learners: Students who enroll at Royal Ontario Academy can provide information about their English language proficiency during the registration process. This information helps our teachers and Principal to tailor their teaching strategies and implement accommodations that support English language learners effectively.

For students and parents wishing to submit IEP documentation or request accommodations, please contact our Principal at info@royalontarioacademy.com

Resources Required by the Student

General Resources You Should Have Access To

Word Processing Application: Used for writing notes, reflections, source checks, inquiry responses, case studies, reports, and culminating project sections.
Examples: Google Docs, Microsoft Word, Pages, or another approved writing tool.
Presentation Application: Used for creating presentations, visual explanations, case study slides, infographics, and project summaries.
Examples: Google Slides, Microsoft PowerPoint, Canva, or another approved presentation tool.
Spreadsheet or Data Organization Tool: Used for organizing data, creating tables, tracking evidence, comparing sources, and interpreting population or geographic information.
Examples: Google Sheets, Microsoft Excel, tables in a document, or teacher-provided templates.
Device with Internet Access: Used to access lessons, view maps and videos, complete digital activities, research geographic issues, prepare assignments, and submit work.
Headphones or Earbuds: Recommended for watching course videos, listening to instructions, reviewing feedback, and recording audio if needed.
Microphone or Audio Recording Tool: Used if students choose to submit an audio explanation, oral reflection, or recorded response.
Camera or Smartphone Camera: Used for recording short video explanations, capturing handwritten planning, documenting map sketches, or providing visual evidence for projects.
Notebook or Digital Notes Folder: Used to organize geographic vocabulary, inquiry questions, map observations, data notes, source information, feedback, and assignment planning.

Useful Resources for This Course

Natural Resources Canada — Atlas of Canada
Useful for physical geography, natural resources, mapping, physiographic regions, land and water features, and geographic data.
https://natural-resources.canada.ca/maps-tools-publications/maps/atlas-canada
Natural Resources Canada — Toporama
Useful for exploring Canadian topographic maps, landforms, water bodies, elevation, and place-based map evidence.
https://atlas.gc.ca/toporama/en/index.html
Statistics Canada — Census of Population
Useful for population distribution, migration, demographic trends, housing, communities, and population data.
https://www12.statcan.gc.ca/census-recensement/index-eng.cfm
Government of Canada — Statistics and Data
Useful for official Canadian datasets and statistics related to geography, population, environment, and communities.
https://www.canada.ca/en/government/statistics.html
Google Earth
Useful for exploring satellite imagery, land use, physical landscapes, settlement patterns, and urban development.
https://earth.google.com/web/
Google Maps
Useful for map reading, location searches, route analysis, and community comparisons.
https://www.google.com/maps
Native Land Digital
Useful for learning about Indigenous territories, treaties, and languages.
https://native-land.ca/
Library and Archives Canada
Useful for historical maps, photographs, documents, and primary Canadian sources.
https://library-archives.canada.ca/
The Canadian Encyclopedia
Useful for background information on Canadian geography, natural resources, Indigenous histories, and communities.
https://www.thecanadianencyclopedia.ca/
CBC News
Useful for current Canadian examples related to climate change, land use, housing, sustainability, and population change.
https://www.cbc.ca/news
CBC Archives
Useful for historical Canadian news, documentaries, and media examples related to geography and communities.
https://www.cbc.ca/archives
Municipal or Provincial Open Data Portals
Useful for local examples of land use, transportation, housing, parks, zoning, sustainability planning, and community development.

Frequently Asked Questions (FAQs)

1. What is CGC1W?
CGC1W is a Grade 9 Exploring Canadian Geography course at the Destreamed level.

2. What are 1W – (eg: 1W in AWQ1W (CGC1W))
1W for the CGC1W refers to the grade level and the course type. 3 refers to the 9th Grade and the second digit refers to the University Preparation course type.

3. What is the prerequisite for CGC1W?
The prerequisite for Exploring Canadian Geography is None

4. How long does it take to complete the CGC1W online course?
The completion of the CGC1W course varies depending on the pace of each student. However, the course can be completed in as little as 4 weeks up to a maximum of 6 months. Longer timelines are available on approval by the Principal.

5. Will my marks be sent directly to OUAC or OCAS?
Yes. We can send your CGC1W online course marks to OUAC (Ontario University’ Application Centre) or OCAS (Ontario College Application Service).

6. How lessons are delivered for the CGC1W?
At Royal Ontario Academy, course learning is asynchronously delivered for the CGC1W in various formats such as videos, question and answers, interactive tools, written notes, simulations, presentations, and external websites/links depending on the subject material of the course.

7. What is the withdrawal policy?
For students registered in Grade 9 and 10 courses, withdrawals can be made at any time and are not recorded on the Ontario Student Transcript (OST).
For students registered in Grade 9 and 12 courses, withdrawals made within 5 days of the issuance of the first (mid-term) report card from Royal Ontario Academy will result in the mark not being recorded on the Ontario Student Transcript (OST). Withdrawals after 5 days of the issuance of the first (mid term) report card will result in a “”””W”””” being entered in the “”””Credit”””” column of the OST, along with the mark at the time of withdrawal.

8. What is the due date of my course?
Since your course is self-paced, there are no set due dates, allowing you to progress at your own speed. However, please be mindful of any deadlines for university or college applications.

9. Can I earn my OSSD (Ontario secondary school diploma) credits through online courses?
Yes, you can earn your Ontario Secondary School Diploma (OSSD) credits fully online through Royal Ontario Academy. To earn OSSD credits, you will need to complete 30 credits (18 compulsory and 12 optional), pass the Ontario Secondary School Literacy Test, and fulfill 40 hours of community involvement.

Canadian Course Pricing

$500

/ 1 course

$900

/ 2 courses

$1275

/ 3 courses

Start your learning journey with us.

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