| St. Edmund Campion Secondary School | |
| COURSE NAME: | Introduction to Computer Programming | |
| COURSE CODE: | ICS3C | |
| LEVEL: | Grade 11, College Preparation | |
| COURSE OVERVIEW |
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 post-secondary opportunities in computer-related fields. PREREQUISITE: None |  |
| CURRICULUM STRANDS AND OVERALL EXPECTATIONS |
PROGRAMMING CONCEPTS AND SKILLS
By the end of the course students will:
- Demonstrate the ability to use different data types in expressions in simple computer programs.
- Demonstrate the ability to use control structures and simple algorithms in computer programs.
- Use proper code maintenance techniques and conventions when creating computer programs.
SOFTWARE DEVELOPMENT
By the end of the course students will:
- Use a variety of problem-solving strategies to solve different types of problems.
- Design software solutions to meet a variety of challenges, using a set of standards.
- Design simple algorithms according to specifications.
- Apply a software development life-cycle model to a software development project.
COMPUTER ENVIRONMENTS AND SYSTEMS
By the end of the course students will:
- Demonstrate an understanding of the functions of different types of computer components.
- Use appropriate file maintenance practices to organize and safeguard data.
- Use a software development environment to write and run computer programs.
COMPUTERS AND SOCIETY
By the end of the course students will:
- Describe computer use policies that promote environmental stewardship and sustainability.
- Describe and apply procedures for safe computing to safeguard computer users and their data.
- Explain key aspects of the impact that emerging technologies have on society.
- Describe postsecondary education and career prospects related to computer studies.
| ONTARIO CATHOLIC SCHOOL GRADUATE EXPECTATIONS |
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 respects the rights of all and contributes to the common good.
- A caring family member who attends to family, school, parish, and the wider community.
- A responsible citizen who gives witness to Catholic social teaching by promoting peace, justice and the sacredness of human life.
| UNITS OF STUDY |
UNIT 1: Computer Environments and Systems
UNIT 2: Introduction to Visual Basic
UNIT 3: Control Statements
UNIT 4: Strings, Characters and Regular Expressions
UNIT 5: Graphics and Animation
UNIT 6: Putting It All Together
| ASSESSMENT AND EVALUATION |
Evidence of student achievement for evaluation is collected over time from three different sources – observations, conversations, and student products. Student products may be in the form of tests or exams and/or assignments (which may include rich performance tasks, demonstrations, projects, and/or essays). The final grade will be determined based on term work (70%) and a final evaluation (30%), comprised of a Culminating Performance Task (15%) and a Final Exam (15%).
Within these two areas, marks will be obtained using the four categories specified in the Ontario Curriculum Grades 10 to 12: Computer Studies, 2008.
KNOWLEDGE AND UNDERSTANDING (25%)
- Knowledge of content (e.g., facts, technical terminology, definitions, procedures, standards).
- Understanding of content (e.g., concepts, principles, methodologies, use of tools).
THINKING (25%)
- Use of planning skills (e.g., focusing research, gathering information, selecting strategies, organizing a project).
- Use of processing skills (e.g., analysing, interpreting, assessing, reasoning, evaluating, integrating, synthesizing).
- Use of critical/creative thinking processes (e.g., evaluation of computer solutions, problem solving, decision making, detecting and correcting flaws, research).
COMMUNICATION (20%)
- Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, visual, and written forms, including electronic forms (e.g., presentations, charts, graphs, tables, maps, models, web pages, reports).
- Communication for different audiences (e.g., peers, computer users, company supervisor) and purposes (e.g., to inform, to persuade) in oral, visual, and written forms, including electronic forms.
- Use of conventions, vocabulary, and terminology of the discipline in oral, visual, and written forms, including electronic forms.
APPLICATION (30%)
- Application of knowledge and skills (e.g., concepts, procedures, processes, use of tools) in familiar contexts.
- Transfer of knowledge and skills (e.g., choice of tools and software, ethical standards, concepts, procedures, technologies) to new contexts.
- Making connections within and between various contexts (e.g., between computer studies and personal experiences, opportunities, social and global challenges and perspectives; between subjects and disciplines).
Unit 3 - Oedipus 