Computer Science

Course Code:ICS3U

Course Description

This course introduces students to computer science. Students will design software independently and as part of a team, using industry-standard programming tools and applying the software development life-cycle model. They will also write and use subprograms within computer programs. Students will develop creative solutions for various types of problems as their understanding of the computing environment grows. They will also explore environmental and ergonomic issues, emerging research in computer science, and global career trends in computer-related fields.

Department: Computer Studies

Course Type: University Preparation

Credit Value: 1.0

Prerequisite: None

Course Developer: Canadian Global School

Development Date: 2021

Course Outline

Computer Science ICS3U - Total Hours (110 Hours)

Unit One: Programming and Software Development (18 Hours)

In this unit, students will learn about the Basic Python and Console Interaction This is meant to teach you most of the basic functionality of programming with Python and should give you an excellent base of knowledge moving forward. Students will extend their knowledge of the basic functionality of programming with Python and apply conditionals to compare inputs or stored variables. They will be taught about using while and for loops in Python to create repeating programs, how to extend inputs, data collection, and looping to create functions with exception parameters for more complete programs. Another is to extend their knowledge of input and output commands to manipulate data in the form of strings, inputs and looping to create lists that can be called upon later and/or printed and programming with Python to complete advanced tasks in programming like creating and using dictionaries, and using mutables, immutables and parameters

Unit Two: Computer Environments and Systems (22 Hours)

In this unit and this lesson, students will identify and describe different hardware components of computers and connect them to computers that programmers would use, different external components of computers and connect them to devices that programmers would use and different types of networking options that computer programmers use and ISPs that are available in your area.Students will also learn to organize and create files in your Google Drive to demonstrate how to keep files organized in a system that is logical. You will also identify good ways to backup files. Identify differences between operating systems, applications, and programming languages and create a questionnaire to have a friend or family member fill out. You will then use this information to recommend a computer for them based on their needs and describe how effective this computer would be for a programmer.

Unit Three: Computers and Society (22 Hours)

In this unit, students will learn about the negative impact of computers and the internet on the environment. You will also explore ways that computers are being used, and can be used in the future, to have a positive impact on the environment. Students will learn how to stay safe while using computers, including the need for acceptable use policies, the risk of malware and how to protect your files, and ways to stay physically safe while using computer workstations for long periods of time. They will learn about some emerging technologies in the computing field and describe how they are being used to try to solve problems throughout the world. Students will also learn about careers in cybersecurity and other computer technology areas. You will also examine university and college programs that allow you to obtain computer-technology careers.

Unit Four: Introduction to Programming(22 Hours)

This unit investigates the essential philosophy and logic of programming, including models for input, output, and processing. Students will learn strategies to plan programming tasks, including pseudocode. Students will construct simple programs using different logical, mathematical and algorithmic strategies.

Unit Five: Designing Modular Programs (18 hours)

In this unit students learn how to create arrays, and how to write programs that declare, initialize, modify, and access these arrays. Students will write algorithms with nested structures, sub-programs, and algorithms that perform simple data management tasks.

Rich Summative Task and Final Exam(10 hours)

Over the next five periods, you will complete your Computer Science RST. You will have the entire period each day to work on this but MUST submit it at the end of class and MUST have your webcam on the entire period. You may use any resources you would like to form your answers. Your teacher will share the link to your RST at the beginning of class each day. When they do, make a copy of that document and put it in your course folder. Your work on this is worth 30% of your overall grade.

RST (6 hours)

This is a proctored assessment worth 30% of your final grade

Resources required by the student: 

  • A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work.
  • Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
  • Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
  • Stable internet connection
  • A non-programmable, non-graphing, scientific calculator

Resources provided by Canadian Global School

  • Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
  • Supplemental Readings
  • Access to Canva for Education
  • Java Development Kit (JDK) from Oracle® (A link to download this software for free is provided in the course)
  • Eclipse® IDE (A link to download this free software for Mac® or Windows® is provided in the course)

Note: This course is entirely online and does not require or rely on any textbook.

Grade 11 University/College Preparation

 

Overall Expectations:

By the end of this course, students will:

  •  demonstrate the ability to use different data types, including one-dimensional arrays, in computer programs;
  • demonstrate the ability to use control structures and simple algorithms in computer programs;
  • demonstrate the ability to use subprograms within computer programs;
  • use proper code maintenance techniques and conventions when creating computer programs.

Overall Expectations:

By the end of this course, students will:

  • use a variety of problem-solving strategies to solve different types of problems independently and as part of a team;
  • design software solutions to meet a variety of challenges; 
  • design algorithms according to specifications;
  • apply a software development life-cycle model to a software development project.

Overall Expectations:

By the end of this course, students will:

  • relate the specifications of computer components to user requirements;
  •  use appropriate file maintenance practices to organize and safeguard data;
  •  demonstrate an understanding of the software development process.

Overall Expectations:

By the end of this course, students will:

  • describe policies on computer use that promote environmental stewardship and sustainability;
  • demonstrate an understanding of emerging areas of computer science
    research
  • describe postsecondary education and career prospects related to computer studies.

Strategies for Assessment and Evaluation of Student Performance

There are three forms of assessment that will be used throughout this course:
cs

Assessment for learning will directly influence student learning by reinforcing the connections between assessment and instruction, and provide ongoing feedback to the student. Assessment for learning occurs as part of the daily teaching process and helps teachers form a clear picture of the needs of the students because students are encouraged to be more active in their learning and associated assessment. Teachers gather this information to shape their teaching environment.

Assessment for learning is:

  • Ongoing
  • Is tied to learning outcomes
  • Provides information that structures the teachers’ planning and instruction
  • Allows teachers to provide immediate and descriptive feedback that will guide student learning

The purpose of assessment for learning is to create self-regulated and lifelong learners.

Learning
Creativity
Fun
Play

Assessment as learning is the use of a task or an activity to allow students the opportunity to use assessment to further their own learning. Self and peer assessments allow students to reflect on their own learning and identify areas of strength and need. These tasks offer students the chance to set their own personal goals and advocate for their own learning.

The purpose of assessment as learning is to enable students to monitor their own progress towards achieving their learning goals.

Creativity
Learning
Play
Fun

Assessment of learning will occur at or near the end of a period of learning; this summary is used to make judgements about the quality of student learning using established criteria, to assign a value to represent that quality and to communicate information about achievement to students and parents.

Evidence of student achievement for evaluation is collected over time from three different sources – observations, conversations, and student products. Using multiple sources of evidence will increase the reliability and validity of the evaluation of student learning.

Learning
Creativity
Fun
Play

Teaching and Learning Strategies

The aim of this course is to introduce students to computer programming. In order to achieve this goal, a wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests, and ability levels. The following are used throughout the course as strategies for teaching and learning the concepts presented:

  • Students interact in student-paced and instructor-paced interactive, engaging instructional lessons.
  • Through the use of discussions, this course offers students the opportunity to share their understanding both in oral as well as written form.
  • This course scaffolds learning by providing students with the basic knowledge needed to understand computer science and building off of this knowledge as they progress through the course. The course guides students toward recognizing opportunities to apply knowledge they have gained to solve problems.
  • This course connects the concepts taught to real-world applications
  • Through the use of examples, practice problems, and sample code, the course models various coding practices, poses questions that require students to use different representations as they are working at each level of conceptual development – concrete, visual or symbolic, and allows individual students the time they need to solidify their understanding at each conceptual stage.
  • The course and teacher guide students through the exploration of a variety of coding practices and procedures necessary to be successful in computer science.
  • Opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice. 
  • By accomplishing prompts on interactive lessons, students can reflect on different texts. In addition, constant communication with teachers ensures that the students understand complex topics and apply them in their writing. They can also accomplish other tasks through the use of: virtual labs, online simulations, animations, videos, discussion forums, live chat and other interactive objects.

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The Final Grade

Percentage of Final Mark Categories of Mark Breakdown
70% Assessments of Learning Tasks Throughout the Term
30% Final Written Examination And/Or RST

A student’s final grade is reflective of their most recent and most consistent level of achievement.

The balance of the weighting of the categories of the achievement chart throughout the course is:

Computer Science Knowledge Inquiry/Thinking Communication Application
100% 25 25 25 25

The Report Card

Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement.

First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement, and next steps. Second, the learning skills are reported as a Needs Improvement, Satisfactory, Good and Excellent. The report card also indicates whether an OSSD credit has been earned.

Upon completion of a course, Canadian Global School  will send a copy of the report card back to the student’s home school (if in Ontario) where the course will be added to the ongoing list of courses on the student’s Ontario Student Transcript. The report card will also be sent to the student’s home address.

Program Planning Considerations for Online Courses

Cheating and Plagiarism

Canadian Global School  commits to having policies for assessments that minimize the risk of cheating. We also commit to begin each course with refresher learning on academic integrity.

In the event of incidents of academic dishonesty, the student, Academic Director (and, in the case of students under 18, their parents) will be notified of the occurrence, of the consequence, and of the potential consequences of subsequent incidents.

Improper Citation
Grades 11 and 12

  • First Instance: A warning and an opportunity to redo the piece.
  • Subsequent Instance: An opportunity to redo the piece to a maximum grade of 75%.

Unaccredited Paraphrasing
Grade 11 and 12

  • First Instance: An opportunity to redo the piece to a maximum grade of 75%.
  • Subsequent Instance: An opportunity to redo the piece to a maximum grade of 50%.

Unaccredited Verbatim
Grades 11 and 12

  • First Instance: An opportunity to redo the piece to a maximum grade of 50%.
  • Subsequent Instance: A grade of zero. No opportunity to resubmit.

Full Plagiarism
Grade 11 and 12

  • First Instance: A grade of zero. No opportunity to resubmit.
  • Subsequent Instance: A grade zero. No opportunity to resubmit.

Instructional Approaches

Teachers will use a variety of instructional strategies to help students become independent, strategic and successful learners. The key to student success is effective, accessible instruction. When planning this course of instruction, the teacher will identify the main concept and skills of the course, consider the context in which students will apply their learning and determine the students’ learning goals. The instructional program for this course will be well planned and will support students in reaching their optimal level of challenge for learning, while directly teaching the skills that are required for success.

Understanding student strengths and needs will enable the teacher to plan effective instruction and meaningful assessments. Throughout this course, the teacher will continually observe and assess the students’ readiness to learn, their interests, and their preferred learning styles and individual learning needs.

Teachers will use differentiated instructional approaches such as:

  • adjusting the method or pace of instruction
  • using a variety of resources
  • allowing a wide choice of topics
  • adjusting the learning environment
  • scaffolding instruction

During this course, the teacher will provide multiple opportunities for students to apply their knowledge and skills and consolidate and reflect upon their learning.

Planning the Program for Students with Special Educational Needs

The teacher in this course is the key educator of students with special education needs. The teacher has a responsibility to help all students learn, and will work collaboratively with the guidance counselor, where appropriate, to achieve this goal. In planning this course, the teacher will pay particular attention to the following guidelines:

  • All students have the ability to succeed
  • Each student has his or her own unique patterns of learning
  • Successful instructional practices are founded on evidence-based research, tempered by experience
  • Universal design and differentiated instruction are effective and interconnected  means of meeting the learning or productivity needs of any group of students
  • Online teachers are the key educators for a student’s literacy and numeracy development
  • Online teachers need the support of the larger school community to create a learning environment that supports students with special education needs
  • Fairness is not sameness

The teacher will use the following strategies:

Students with Special Educational Needs
  • Extra time on tests and extended deadlines for major assessments
  • Complete tasks or present information in ways that cater to individual learning styles
  • Variety of teaching and learning strategies
  • Scaffolding
  • Break down (chunk) assignments
  • A computer for assessments and exams
  • Formula sheets, memory aids
  • oral and written instructions
  • Cue cards during instruction and Assessments
  • Graphic organizers
  • Specific strategies to enhance recall
  • Non-verbal cues and reminders to remain focused
  • Oral testing
  • Allow for sufficient response time
  • Experiential learning experiences so that students can make connections between curriculum and real-world examples
  • Conferencing
  • Prompting students through lessons and assessments
  • Refocusing strategies
  • Periodic breaks

Planning the Program for Students with English as a Second Language

In planning this course for students with linguistic backgrounds other than English, the teacher will create a safe, supportive, and welcoming environment that nurtures the students’ self-confidence while they are receiving course instruction. Most English language learners who have developed oral proficiency in everyday English will nevertheless require instructional scaffolding to meet curriculum expectations. The teacher will adapt the instructional program in order to facilitate the success of these students in their classes. Appropriate adaptations and strategies for this course will include:

Students with English as Second Language
  • Body language and non-verbal communication
  • Model expectations
  • Subject-specific dictionary
  • Cooperative learning
  • Concrete examples and materials
  • Avoid idioms
  • Bilingual Dictionaries
  • Buddy system
  • Peer tutors
  • Allow sufficient response time
  • Graphic organizers
  • Scaffolding
  • Story maps
  • Conferencing
  • Pre-writing strategies
  • Literature circle
  • Journal
  • Previewing course readings / texts
  • Materials that reflect cultural diversity
  • Free voluntary reading
  • Guided Reading
  • Guided Writing
  • Think Aloud
  • Whole-Class Response
  • Editing checklist

Supporting First Nations, Métis and Inuit Students

Canadian Global School  will promote active and engaged citizenship, which includes greater awareness of the distinct place and role of Indigenous (First Nation, Métis, and Inuit) peoples in our shared heritage and in the future in Ontario.
Canadian Global School  will:

  • increase the focus in school strategic planning to promote the voluntary, confidential self-identification of First Nation, Métis, and Inuit students as a means to enhance the success and well-being of Aboriginal students and to help close the achievement gap
  • continue to identify and share practices and resources to help improve First Nation, Métis, and Inuit student achievement and close the achievement gap
  • increase the training in our schools to respond to the learning and cultural needs of First Nation, Métis, and Inuit students
  • provide quality programs, services, and resources at our schools to support First Nation, Métis, and Inuit student
  • provide quality programs, services, and resources at our schools who support First Nation, Métis, and Inuit students to help create learning opportunities that support improved academic achievement and identify building
  • provide curriculum links that facilitates learning about contemporary and traditional First National, Métis, and Inuit cultures, histories, and perspectives among all students
  • develop awareness among teachers of the learning styles of First Nation, Métis, and Inuit students and employ instructional methods designed to enhance the learning of all First Nation, Métis, and Inuit students
  • implement targeted learning strategies for effective oral communication and mastery of reading and writing
  • implement strategies for developing critical and creative thinking
  • provide access to a variety of accurate and reliable Aboriginal resources such as periodicals, books, software, and resources in other media, including materials in the main Aboriginal languages in schools with First Nation, Métis, and Inuit students
  • provide a supportive and safe environment for all First Nation, Métis, and Inuit students

The Role of Information and Communication Technology

ICT tools will be integrated into this course for whole-class instruction and for the design of curriculum units that contain varied approaches to learning in order to meet diverse needs and interests of the students in this class. At the beginning of this class, all students will be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred. ICT used in this course will include:

Information and Communication Technology
  • Websites
  • Online libraries
  • Archives
  • Public records
  • YouTube
  • Curriculum Digital Resources
  • Widgets
  • Online Graphing Calculator
  • Padlet
  • Mathletics
  • Screencastify
  • Laptop
  • iPads
  • DVDs
  • Digital Camera
  • Edsby
  • Gsuite
  • Office 365
  • Gizmos
  • Labster
  • Gradeslam
  • Mathspace

Literacy, Mathematical Literacy, and Inquiry Skills

At Canadian Global School  it is the responsibility of all of our teachers to explicitly teach literacy and inquiry skills. The following skills will be developed in each course delivered at Canadian Global
School:

Equity & Inclusive Education in the Learning Environment

At Canadian Global School we embrace multiculturalism, human rights and diversity as fundamental values. Bullying, hate propaganda and cyber bullying, racism, religious intolerance, homophobia and gender-based violence are still evident in

Healthy Relationships in the learning Environment

At Canadian Global School, every student is entitled to learn in a safe, respectful and caring environment, free from violence and harassment. The teacher will create a safe and supportive environment in the class by cultivating

Financial Literacy Connections

There is a growing recognition that the education system has a vital role to play in preparing young people to take their place as informed, engaged, and knowledgeable citizens in the global economy.

Environmental Education Connections

Although there are no specific environmental connections in this course, teachers will develop an environmental understanding fostered through

Ethics in the Learning Environment

At Canadian Global School  teachers provide varied opportunities for students to learn about ethical issues and to explore the role of ethics in decision making.

Cooperative education programs allow students to earn secondary school credits while completing a work placement in the community. These programs compliment students’ academic programs and are valuable for all students, whatever their post-secondary destination.

Cooperative education courses may be earned using this course as one of the related courses.

Central to the philosophy at Canadian Global School is the focus on experiential learning. Planned learning experiences in the community, including job shadowing, field trips, and hands-on experiences will provide our students with opportunities to see the relevance of their classroom learning in a work setting, make connections between school and work, and explore a career of interest as they plan their pathways through secondary school and make postsecondary plans.

As part of every course, students must be made aware that health and safety in their learning environment are the responsibility of all participants – at home, at school, and in the workplace. Teachers will model safe practices at all times when communicating with students online.

Although Canadian Global School  does not have an official school library, students are encouraged to use e-books, local libraries, GALE resource archives and Curriculum Video Digital resources to develop important research and inquiry skills.

Promotion of Careers

The knowledge and skills students acquire in this course will be useful in helping students recognize the value of their education and applications to the world outside of school and identify possible careers, essential skills and work habits required to succeed. Students will learn how to connect their learning in asking questions and finding answers to employable skills.

During this course the teacher will:

  • ensure  that all students develop the knowledge and skills they need to make informed education and career/life choices;
  • Provide learning environment and online school-wide opportunities for this learning; and;
  • Engage parents and the broader community in the development, implementation, and evaluation of the program, to support students in their learning
  • Use the four-step inquiry process linked to the four areas of learning
    • Knowing yourself – Who am I ?
    • Exploring opportunities – What are my opportunities?
    • Making decisions and setting goals – Who do I want to become?
    • Achieving goals and making transitions – What is my plan for achieving my goals?

The teacher will support students in this course in education and career/life planning by providing them with learning opportunities, filtered through the lens of the four inquiry questions, that allow them to apply subject-specific knowledge and skills to work-related situations; explore subject-related education and career/life options, and become competent, self-directed planners.