HALTON CATHOLIC DISTRICT SCHOOL BOARD

COURSE OF STUDY

SCHOOL: Notre Dame Catholic Secondary

DEPARTMENT: Computer Science and Tech Studies DEPARTMENT HEAD: Ned Vicic

MINISTRY DOCUMENT: Computer Studies YEAR: 2008 (document year)

COURSE TITLE: Introduction to Computer Studies COURSE TYPE: Open

GRADE: 10 COURSE CODE: ICS2O CREDIT: yes PREREQUISITE: none

TEACHER(S): Adam Mikitzel

DATE: June 19, 2013 REVISED AS OF: May 4, 2015

Course Description:

This course introduces students to computer programming. Students will plan and write simple
computer programs by applying fundamental programming concepts, and learn to create clear and
maintainable internal documentation. They will also learn to manage a computer by studying hardware
configurations, software selection, operating system functions, networking, and safe computing
practices. Students will also investigate the social impact of computer technologies, and develop an
understanding of environmental and ethical issues related to the use of computers.

How this course supports expectations for the Catholic School Graduate:

As responsible citizens students learn they are stewards of technology and should spread a benevolent
use of it to their fellow peers. Technology is a powerful tool and misdirected use can be harmful to our
way of life. If it is used in a mindful manner it can support a good quality of life for everyone and not just
a privileged few.

To become self-directed, responsible, lifelong learners, students must be mindful while navigating the
internet to find information. They must be able to filter information that is rooted in true Catholic beliefs.
Students learn to treat fellow citizens with dignity and their personal information is a private matter.

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Overall Curriculum Expectations:

By the end of this course students will:

A1. describe the functions of different types of hardware components, and assess the hardware needs of users;
A2. describe the different types of software products, and assess the software needs of users;
A3. use the basic functions of an operating system correctly;
A4. demonstrate an understanding of home computer networking concepts;
A5. explain the importance of software updates and system maintenance to manage the performance
and increase the security of a computer.

B1. describe fundamental programming concepts and constructs;

B2. plan and write simple programs using fundamental programming concepts;
B3. apply basic code maintenance techniques when writing programs.

C1. describe key aspects of the impact of computers and related technologies on society;
C2. describe computer use policies that promote environmental stewardship and sustainability;
C3. describe legal and ethical issues related to the use of computing devices;
C4. describe postsecondary education and career prospects related to computer studies.

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Course Grade Weighting:

Term Work: 70% Final Evaluation: 30%

Category Weight Task Weight

Knowledge/Understanding 15% Final Project 15%

Thinking/Inquiry 10% Final Exam 15%

Communication 15%

Application 30%

Teaching Strategies:

Students are given the opportunity to communicate their knowledge through programming
projects, animation projects, webpages, written tests and presentations.

This course is an introduction to computer programming and as such, students are exposed to
the core concepts of basic programming in several different formats. Students begin with a
rudimentary drag-and-drop language and gradually transition to a scripting language. We also
explore web design and animation.

Course Content & Assessment and Evaluation Strategies:

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“As essential steps in assessment for learning and as learning, teachers:
 plan assessment concurrently and integrate it seamlessly with instruction;
 share learning goals and success criteria with students at the outset of learning
to ensure that students and teachers have a common and shared understanding
of these goals and criteria as learning progresses;
 gather information about student learning before, during and at or near the end
of a period of instruction, using a variety of assessment strategies and tools;
 use assessment to inform instruction, guide next steps, and help students monitor
their progress towards achieving their learning goals.” (Growing Success: Assessment, Evaluation,
and Reporting in Ontario Schools – First Edition Covering Grades 1-12, p.28)

“Evidence of student achievement for evaluation is collected over time from three different
sources – observations, conversations, and student products. Using multiple sources of
evidence increases the reliability and validity of the evaluation of student learning.”
(Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools – First Edition Covering Grades
1-12, p.39)

Unit Title/Description Assessment & Evaluation Strategies

Computer Hardware
Tests, Presentations
Programming Programming projects, tests
Robotics Robotics challenges in pairs
Web Design Web page design using HTML and CSS
Topics in CS & Society: environmental
Reflection paper based on current news articles and
sustainability, emerging technologies, career
a documentary
pathways, safe computing

Course Resources and Materials:

https://scratch.mit.edu/ - The Scratch Programming Language

https://helpx.adobe.com/flash.html - Adobe Flash
http://python.org – The Python Programming Language
Mark Lutz (2009). Learning Python. Sebastopol, California: O’Reilly
http://mindstorms.lego.com - Lego Mindstorms
http://htmldog.com/ - HTML & CSS Resource
Google Classroom

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Considerations for Program Planning:

A. Students with Special Education Needs

A student’s Individual Education Plan (IEP) will be developed and maintained for every student who is
identified as exceptional. An IEP may also be prepared for students who are receiving special education
programs and services but who have not been identified as exceptional by an IPRC. In planning
instruction and activities and developing course materials, teachers will take into account the strengths,
needs, learning expectations, and accommodations identified in the student’s IEP. Teachers will use the
most appropriate methods and provide the most appropriate materials and technology to help
exceptional students achieve the expectations outlined in their IEP. Teachers must plan programs that
recognize the readiness, interests and learning styles of the students. Flexible groupings and ongoing
assessment are necessary in order to accommodate a diversity of student needs. The assistance of
professional and paraprofessional staff and the use of specialized equipment may also be required to
accommodate the exceptional student’s needs. (www.edu.gov.on.ca/eng/teachers/speced.html, Learning
for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12, 2011)

B. Ontario Catholic Curriculum

Teachers must ensure a “balance between the acquisition of knowledge, skills, attitudes and behaviours,
and the development of those habits of mind that will enable our students to develop a Catholic view of
the world that will enable them to participate as responsible, transformational citizens.” Teachers “must
use the Catholic Social Teachings and the Ontario Catholic Graduate expectations to actively promote
Catholic thought and action in all subject areas.” (Our Catholic Schools, 2012, pp.13-14)

C. English Language Learners

Teachers must allow English language learners to adjust to their new social environment and language
in a unique way and at their own pace. Students succeed in a safe, supportive and welcoming
environment that nurtures their self-confidence. Teachers must recognize that when students are
learning English, there are educational and social benefits for them to continue the development of their
first language. (English Language Learners/ESL and ELD Programs and Services: Policies and
Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12, 2007)

D. 21st Century Teaching and Learning

Teachers must adopt new teaching strategies to prepare our students for the 21 st Century workplace. In
each course, teachers will provide students the opportunity to:

Creativity and Innovation:

- demonstrate creative thinking, construct knowledge, and develop innovative products and processes

Communication and Collaboration:

- communicate and work collaboratively, using a variety of tools including digital media and
environments,
to support individual learning and contribute to the learning of others

Research and Information Fluency:

- apply tools to gather, evaluate, and use information

Critical thinking, problem-solving and decision-making:

- use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources

Digital citizenship:
- understand human, cultural, and societal issues related to technology and practice legal and
ethical behaviour

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Technology operations and concepts:

- demonstrate a sound understanding of technology concepts, systems, and operations
(http://staffnet.hcdsb.org/C6/21st%20Century%20Teaching%20and%20Lear/default.aspx)

E. Environmental Education
Students will be given opportunities within the classroom and the community to deepen their knowledge,
skills, perspectives, and practices to become environmentally responsible citizens. Students will learn
about environmental issues and solutions; and engage in practicing and promoting environmental
stewardship. (Acting Today, Shaping Tomorrow: A Policy Framework for Environmental Education in
Ontario Schools, 2009)

F. Equity and Inclusive Education

Inclusive education ensures that all students are welcomed, included, respected and treated fairly.
Diversity is valued, and all members of the school community feel safe, comfortable and accepted. In
an inclusive education system, the culture is one of high expectations for learning and all students are
supported and inspired to succeed. In order for students to feel engaged and empowered, they must see
themselves reflected in the curriculum, their physical surroundings and the broader community.
(Equity and Inclusive Education in Ontario Schools: Guidelines for Policy Development and
Implementation, 2009)

G. Aboriginal Education
“First Nation, Métis, and Inuit students…will have the knowledge, skills, and confidence they need to
successfully complete their…secondary education in order to pursue postsecondary education or training
and/or to enter the workforce. They will have the traditional and contemporary knowledge, skills, and
attitudes required to be socially, contributive, politically active, and economically prosperous citizens of
the world. All students…will have knowledge and appreciation of contemporary and traditional First
Nation, Métis, and Inuit traditions, cultures, and perspectives.” (Ontario First Nation, Métis, and Inuit
Education Policy Framework, 2007, p.7)

H. Literacy and Mathematical Literacy

Literacy and mathematical literacy are critical to students’ success in all subjects. Many skills necessary
to achieve success in all disciplines include: reading, writing, listening, speaking, problem-solving,
reasoning and analyzing information. (The Ontario Curriculum, Grades 9-12)

I. Financial Literacy
The decisions we make regarding financial matters are becoming increasingly complex. It is essential
for people to have the skills and knowledge to make informed and responsible choices in order to
manage their personal financial well-being. Students will have the opportunity to develop their financial
literacy skills in every discipline. This will empower students to make informed, responsible and ethical
decisions about their finances in the future; and develop good habits that are necessary for good
citizenship. In turn, this financial education will not only give our students a good foundation to ensure
their future economic security but also contribute to the strength of our society as a whole. (A Sound
Investment Financial Literacy Education in Ontario Schools, 2010)

H. Career Education
As students advance through school, they will learn to become self-directed learners; and discover their
interests, strengths, and aspirations. Students should learn about the many educational and career
opportunities that are available to them; explore and evaluate a variety of career opportunities; relate
what they learn in their courses to those opportunities; and learn to make appropriate educational and
career choices. (Choices into Action: Guidance and Career Education Program Policy for Ontario
Elementary and Secondary Schools, 1999)

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I. Cooperative Education and Other Forms of Experiential Learning

Students have the opportunity to apply what they learn in their classrooms through participation in
various real-life activities in the community. Such learning activities increase students’ awareness of
educational and career opportunities and provide them with first-hand experience. There are several
types of planned learning experiences in the community such as job shadowing, field trips, work
experience, and cooperative education. Although cooperative education and work experience are most
appropriate for students in the higher grades, in some situations Grade 9 and 10 students may benefit
from them as well. (Cooperative Education and Other Forms of Experiential Learning: Policies and
Procedures for Ontario Secondary Schools, 2000)

J. Health and Safety

In every course, students will develop the understanding and the awareness that health and safety is
everyone’s responsibility. Students will have the opportunity to consider health and safety issues before
participating in learning activities in order to achieve curriculum expectations. In specific courses,
students will learn and be expected to demonstrate how to safely use equipment and the procedures
necessary for its safe use. (The Ontario Curriculum, Grades 9-12)