ICS 3C Outline - Algonquin and Lakeshore Catholic District School ...

Algonquin & Lakeshore Catholic District School Board
Holy Cross Catholic Secondary School
Grade 11 Introduction to Computer Studies
Department: Technological Education Department Head: Mr. J. Esford
Ministry Document: Computer Studies Course Code: ICS 3C
Course Title:
Introduction to Computer
Science
Course Type: College
Grade: Grade 11 Prerequisite:
None (ICS 2O
recommended)
Credit Value: 1 Corequisite: None
Teacher(s): Mr. P. Murphy Course Developer(s): Mr. P. Murphy
Date of
Development:
1/2/2010 Date Reviewed: 1/2/2013
1. Course Description
This course introduces students to computer programming concepts and practices. Students will
write and test computer programs, using various problem-solving strategies. They will learn the
fundamentals of program design and apply a software development life-cycle model to a
software development project. Students will also learn about computer environments and
systems, and explore environmental issues related to computers, safe computing practices,
emerging technologies, and postsecondary opportunities in computer-related fields.
2. Ontario Catholic School Graduate Expectations (Institute for Catholic Education)
The life roles, knowledge, skills and attitudes outlined in this document describe the distinctive
expectations that the Catholic community has for graduates of Catholic secondary schools. The
graduate is expected to be; a discerning believer formed in the Catholic Faith community who
celebrates the signs and sacred mystery of God’s presence through word, sacrament, prayer,
forgiveness, reflection and moral living; an effective communicator who speaks, writes and
listens honestly and sensitively, responding critically in light of gospel values; a reflective,
creative and holistic thinker who solves problems and makes responsible decisions with an
informed moral conscience for the common good; a self-directed, responsible, lifelong learner
who develops and demonstrates their God-given potential; a collaborative contributor who finds
meaning, dignity and vocation in work which represents the rights of all and contributes to the
common good; a caring family member who attends to family, school, parish, and the wider
community; and a responsible citizen who gives witness to Catholic social teaching by
promoting peace, justice and the sacredness of human life.
3. Choices Into Action (Guidance and Career Education Policy, Grades 1 to 12, MOET 1998)
The study of Computer and Information Science supports Choices Into Action and helps students
prepare for their adult and working life with a focus on three areas of student learning: learner
development, interpersonal development, and career development. Learner development helps
students to set and achieve learning goals, monitor their own learning and become self-directed as
learners. Interpersonal Development helps students understand and take control of their
behaviour, and be able to choose ways of interacting positively with others in a variety of roles
and contexts. Career development helps students make informed and appropriate choices and
implement successful transitions from school to education, work, and life roles. These are
essential skills for academic, interpersonal, and career success.

4. Units & Overall Expectations (The Ontario Curriculum, Grades 10 to 12 Computer
Studies, 2008 (revised)
Note that units may be taught in an independent or an integrated manner and they are listed in no
particular order below.
Unit A - Programming Concepts and Skills
By the end of this course, students will:
A1. demonstrate the ability to use different data types in expressions in simple computer
programs;
A2. demonstrate the ability to use control structures and simple algorithms in computer
programs;
A3. use proper code maintenance techniques and conventions when creating computer programs.
Unit B - Software Development
By the end of this course, students will:
B1. use a variety of problem-solving strategies to solve different types of problems;
B2. design software solutions to meet a variety of challenges, using a set of standards;
B3. design simple algorithms according to specifications;
B4. apply a software development life-cycle model to a software development project.
Unit C - Computer Environments and Systems
By the end of this course, students will:
C1. demonstrate an understanding of the functions of different types of computer components;
C2. use appropriate file maintenance practices to organize and safeguard data;
C3. use a software development environment to write and run computer programs.
Unit D - Topics in Computer Science
By the end of this course, students will:
D1. describe computer use policies that promote environmental stewardship and sustainability;
D2. describe and apply procedures for safe computing to safeguard computer users and their data;
D3. explain key aspects of the impact that emerging technologies have on society;
D4. describe postsecondary education and career prospects related to computer studies.
5. Learning Skills (Growing Success, Assessment, Evaluation, and Reporting In Ontario
Schools, First Edition, Covering Grades 1 to 12, 2010, Ontario Ministry of Education)
Student learning skills will be assessed and recorded separately from achievement of curriculum
expectations on their report card (using a four-point scale: E-Excellent, G-Good,
S-Satisfactory,N-Needs Improvement) in the following areas:
* Responsibility(fulfils responsibilities,completes&submits work on time,manage own behaviour)
* Organization(plan,time management,uses technology&resources to complete tasks)
* Independent Work(independently monitors work,uses class time appropriately,min.supervision)
* Collaboration(Shares group work,positive interaction, resolves challenges,shares resources)
* Initiative(Open to new ideas,innovation,interest in learning,positive attitude,protects rights)
* Self-regulation(sets and monitors personal goals,seeks assistance,assesses needs,effort))

6. Accommodations
Whenever accommodations are made to address student learning needs, or alternative or modified
expectations are identified for a student, these accommodations, modifications, or alternative
expectations will be outlined in an Individual Education Plan (IEP) and will be communicated to
parents. Selections from the following may be considered for use:
* provide photocopies * set up a study plan with the student
* give extra time on a given task * highlight key points on print materials
* provide one-on-one instruction * model a variety of test-taking strategies
* pair the student with a study buddy * use simple language and directions
* provide a quiet place to work * provide organizational tools
7. Assessment and Evaluation (The Ontario Curriculum, Grades 10 to 12 Computer
Studies, 2008 (revised), Administrative Procedures, Secondary School Policy for Assessment,
Evaluation, Grading and Reporting, Grades 9-12, ALCDSB September, 2006)
Students will be assessed and evaluated based on their achievement of the specific course
learning expectations. Student achievement of the overall expectations will be evaluated in a
balanced manner among the four learning categories. The breakdown for this course is:
Knowledge &
Understanding
Subject-specific content acquired in each course (knowledge), and
the comprehension of it’s the meaning and significance
(understanding).
The use of critical and creative thinking skills and/or processes, as
follows:
• planning skills (e.g., focusing research, gathering information,
selecting strategies, organizing a project)
Thinking & Inquiry • processing skills (e.g., analysing, interpreting, assessing,
reasoning, generating ideas, evaluating, synthesizing, seeking a
variety of perspectives)
• critical/creative thinking processes (e.g., problem solving, decision
making, research)
Communication The conveying of meaning through various forms.
The use of knowledge and skills to make connections within and
Application
between various contexts.
Total Term Work Summative evaluation
Course Work Evaluation
70% of the grade will be based on term work evaluations conducted throughout the course.
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.
Summative Evaluation
30% of the grade will be based on a final evaluation in the form of a culminating project /
activity. This portion will reflect the student’s most recent level of achievement.
70% Course work
30% Culminating projects / exam
100% Total Mark

8. Due Dates - Holy Cross Late Policy
All summative evaluation activities are due on the date specified by the teacher. It is recommended
that teachers set this date in consultation with staff and students. At the school's discretion, in cases of
lateness, a teacher may use a mark penalty deduction of up to one level. Once a class set of
assignments has been returned to students, a teacher is under no obligation to accept late assignments.
For missed assignments, the mark deduction can be the full value of the assignment.
9. Assessment & Evaluation Strategies
An appropriate selection of assessment strategies will be used which will allow evaluation of student
achievement of the curriculum expectations. Selections from the following list of assessment and
evaluation tools may be used:
* tests * checklists
* quizzes * learning skills track sheet
* rubrics / achievement charts * oral questions & review
* peer & self evaluation * oral critique
* drafts/attempts/feedback/benchmarks * formative projects
* summative culminating project / activity
10. Teaching / Learning Strategies
A variety of instructional methods and strategies will be used which will facilitate student learning.
Selections from the following list of teaching / learning strategies may be used:
* lectures * teacher and student demonstrations
* audio / visual presentations * computer based assignments
* student-centred activities * team projects
* internet based research
11. Key Dates, Special Events, Additional Considerations
The primary programming language the students will be using is Python 3.1 with the Idle Editor.
This software is available for download on the Internet free of charge.
Students will also be using software that they may not have access to outside of the school. The
expectation therefore is that computer based assignments will be completed at school. The computer
labs are often available at lunch and after school but students are responsible for ensuring they have
access to the computer outside of class time if required.
Since students are expected to use the Internet on a regular basis, students and parents must sign the
ALCDSB Junior/Intermediate Student Acceptable Computer Use Agreement.
12. Learning Resources
Selections from the following learning resources may be used:
* instructional and information web sites * books, magazines and newspapers
* student exemplars * tutorial software

13. Board, School, Department and Classroom Policies
The following policies apply to this course:
* Administrative Procedures. October 2005. Secondary School Policy for Assessment, Evaluation,
Grading and Reporting, Grades 9-12, 2005-2006.
* Holy Cross Catholic Secondary School. September 2006. Student Code of Conduct and
Behaviour. Student Handbook, 2006-2007.
* Rules and Regulations Governing Shop Safety. September 2006. Holy Cross Catholic Secondary
School, Technological Education Department.
* Student Acceptable Computer Use Agreement - Junior/Intermediate, Algonquin and Lakeshore
Catholic District School Board.