Daryk Educational Group.
High School - Middle School - Academy
Introduction to Computer Science
11, University Preparation
Ministry Course Code:
Course Developed by:
Course Development Date:
Course Revised by:
Course Revision Date:
Computer Studies, The Ontario Curriculum, Grades 10 and 12,
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.
Assessment Methods and Tools:
Term Assessment and Evaluation: 70% (Tests, Exams, Assignments, Projects)
Knowledge and Understanding (25%):
Knowledge of content (e.g., facts, terms, definitions and procedures.)
Understanding of content (e.g., concepts, principles, theories, relationships and methodologies)
Thinking and Inquiry (25%):
Planning skills (e.g., focusing research, gathering information, selecting strategies, organizing a project)
Processing skills (e.g., analyzing, interpreting, assessing, reasoning, gathering ideas, evaluating, seeking a variety of perspectives, forming conclusions)
Expression of original ideas and information (e.g., logical organization) in oral, visual, and written forms
Application/Making connection (25%):
The use of the knowledge and skills to make connections within and between various contexts.
Final Exam: 30%
The Final Grade:
The evaluation of the student’s achievement in this course is based on the student’s achievement of the curriculum expectations. The percentage grade represents the student’s overall achievement and reflects the corresponding level of achievement as described in the Achievement chart for this discipline. A credit will be granted if the final percentage awarded is 50% or more. The final grade will be determined as follows:
70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student's most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.
30% of the grade will be based on a final exam administered at the end of the course.
CONSIDERATIONS FOR PROGRAM PLANNING
Ongoing discoveries and innovations coupled with rapidly evolving technologies have resulted in an exciting environment in which creativity and innovation thrive, bringing about new career opportunities. Today’s employers seek candidates with strong technical skills, critical-thinking and problem-solving skills, and the ability to work cooperatively in a team, traits that are developed through participation in computer studies courses. Computer studies courses enable students to develop, for example, problem-solving skills, design skills, technical knowledge and skills, and the ability to conduct research, present results, and work on projects both independently and in a team environment.
Importance of Current Events in Computer Studies
The study of current events and emerging technologies related to computer studies enhances both the relevance and the immediacy of the curriculum. The study of current events needs to be thought of not as a separate topic removed from the program but as an effective instructional strategy for implementing many of the expectations found in the curriculum.
English Language Learners
English language learners (students who are learning English as a second or additional language in English-language schools) bring a rich diversity of background knowledge and experience to the classroom. These students’ linguistic and cultural backgrounds not only support their learning in their new environment but also become a cultural asset in the classroom community. With exposure to the English language in a supportive learning environment, most young children will develop oral fluency quite quickly, making connections between concepts and skills acquired in their first language and similar concepts and skills presented in English. However, oral fluency is not a good indicator of a student’s knowledge of vocabulary or sentence structure, reading comprehension, or other aspects of language proficiency that play an important role in literacy development and academic success. When learning expectations in any course are modified for an English language learner (whether the student is enrolled in an ESL or ELD course or not), this information must be clearly indicated on the student’s report card.