Prerequisites: No Prerequisite
PART OVERALL EXPECTATIONS
Unit 1: Computer Environments and Systems
1. Relate the specifications of computer components to user requirements;
2. Use appropriate file maintenance practices to organize and safeguard data;
3. An understanding of the software development process.
Unit 2: Programming Concepts and Skills
1. Demonstrate the ability to use different data types, including one-dimensional arrays, in computer programs;
2. Demonstrate the ability to use control structures and simple algorithms in computer programs;
3. Demonstrate the ability to use subprograms within computer programs;
4. Use proper code maintenance techniques and conventions when creating computer programs.
Unit 3: Software Development
1. Use a variety of problem-solving strategies to solve different types of problems independently and as part of a team;
2. Design software solutions to meet a variety of challenges;
3. Design algorithms according to specifications;
4. Apply a software development life-cycle model to a software development project.
Unit 4: Topics in Computer Science
1. Describe policies on computer use that promote environmental stewardship and sustainability;
2. Demonstrate an understanding of emerging areas of computer science research;
3. Describe postsecondary education and career prospects related to computer studies.
OUTLINE OF COURSE CONTENT
| Unit | Name of Unit | Time Allocated in Hours |
| Unit 1 | Computer Environments and Systems | 20 |
| Unit 2 | Programming Concepts and Skills | 40 |
| Midterm Report Cards | ||
| Unit 3 | Software Development | 25 |
| Unit 4 | Topics in Computer Science | 15 |
| Unit 5 | Final Project | 10 |
| Unit 6 | Final Examination | |
| Total | 110 hours |
TEACHING / LEARNING STRATEGIES
The strategies used are varied to meet the needs and the range of learning styles encountered and they include the following:
| · Articulate Learning Module · Computer Assisted Learning · Direct Instruction · Animated Games · Group Discussion · iSpring Presentation / Animation · Online Graphing Software · Problem-Based Learning |
· Work and Task Sheet · Interactive Online Activity · Brainstorming · Decision Making · Demonstration · Discussion · Estimating · Independent Study |
· Memorization · Model Analysis · Note Taking · Oral Explanation · Peer Assessment · Problem Solving · Reasoning and Proving · Self-Assessment |
STRATEGIES FOR ASSESSMENT AND EVALUATION OF STUDENT PERFORMANCE
Evaluation in this course will be continuous throughout the year and will include a variety of evaluation methods. Assessment is embedded in the lessons throughout a unit under Check-Up Time.
| Assessment as Learning | Assessment for Learning | Assessment of Learning |
| Student Product · Journals/Letters/Emails (checklist) · Learning Logs (anecdotal) · Peer Assessments · Practice Worksheets |
Student Product · Check-up Time Assessments · Journals/Letters/Emails (checklist) · Pre-Skills Checks (scale) · Quizzes (scale) · Graphic organizers (scale) · Peer feedback (anecdotal/checklist) · Reports · Practice Worksheets |
Student Product · Assignments · Journals/Letters/Emails (checklist) · Unit Tests (scale) · Final Exam · Case Studies · Presentations · Graphic organizers (scale) |
| Observation · Whole class discussions (anecdotal) · Self-proofreading (checklist) |
Observation · Class discussions (anecdotal) · Problem Solving |
Observation · Presentations |
| Conversation · Student teacher conferences · Small Group Discussions (checklist) · Pair work (checklist) · Skype meetings |
Conversation · Student teacher conferences · Small group discussions (checklist) · Pair work (anecdotal) · Peer-feedback (anecdotal) · Peer-editing (anecdotal) |
Conversation · Question and Answer Session (checklist) · Oral tests (scale) · Oral Presentation with question and answer session |
FINAL GRADE
The percentage grade represents the quality of the students’ overall achievement of the expectations for the course and reflects the corresponding achievement as described in the achievement chart for mathematics.
- Term work will be 70% of the overall grade for the course;
- The summative evaluations will be 30% of the overall grade, incorporating a final written examination.
Achievement Categories
| Application | 25% | Knowledge and Understanding | 25% |
| Communication | 25% | Thinking/Inquiry | 25% |
Achievement Chart
A Summary Description of Achievement in Each Percentage Grade Range And Corresponding Level of Achievement
| Percentage Grade Range | Achievement Level | Summary Description |
| 80–100% | Level 4 | A very high to outstanding level of achievement. Achievement is above the provincial standard. |
| 70–79% | Level 3 | A high level of achievement. Achievement is at the provincial standard. |
| 60–69% | Level 2 | Moderate level of achievement. Achievement is below, but approaching the provincial standard. |
| 50–59% | Level 1 | A passable level of achievement. Achievement is below the provincial standard |
| Below 50% | Level R | Insufficient achievement of curriculum expectations. A credit will not be granted |
RESOURCES REQUIRED BY THE STUDENT
ICS3U Online Course of Study
Graphing Calculator is highly recommended
PROGRAM PLANNING CONSIDERATION
Role of Technology in the Curriculum
Rosedale Academy courses leverage the power of information and communication technologies to provide rich, dynamic learning experiences. Students explore, evaluate and create concepts and works using a wide array of digital tools. They demonstrate their learning through text, video, voice and visual assignments that teach multi-literacy and media skills. Students also enhance their computer and technology skills in ways that are useful for their future academic and personal pursuits.
Teachers at Rosedale Academy get to know their learners, provide rich, descriptive feedback and assess student contributions and products AS, FOR and OF learning through digital technologies. They enable rapid feedback and communication at any time without borders in our global community.
| Tool | Use | Benefit |
| Discussion forums | Whole class discussion (written) | Creates a record of each student’s contributions. |
| Group activities | Small group collaboration and discussions. (written) | Encourages student participation; creates a record |
| Live Skype sessions | Teacher leads the lesson with students as a class | Observations of whole class and individual students |
| Databases | Students upload words, phrases, files, surveys, etc. to the database for peer assessment, presentation, or research | Student-centered data, peer assessment (as learning) |
| Peer Teaching | Students research a given topic and share their findings and opinions with other students. | Fosters discussion between students and allows for content to be learned and expressed from a student perspective |
| Journals | Small group discussions using problem solving | Improves students’ critical inquiry, and reflective thinking skills about the concepts learned within the course |
| Learning Modules | Students explore content in an interactive manner with built-in assessments as they progress. | Students can navigate content at their own pace and assess their own learning along the way. |
| Computer Simulations | Individual or class exploration and visualization of concepts relating to the curriculum. | Allows hands-on exploration and investigation as an alternative learning strategy. |
English as a Second Language
Rosedale Academy provides students with comprehensive ESL support to enhance their proficiency with the English language.
- All Rosedale Academy instructional materials and resources are designed with English Language Learners in mind. Online and face-to-face instructional resources make use of differentiated learning methods and carefully structured language. These resources support English language development as students are taking credit courses in all academic fields.
- The self-paced delivery method of this course allows students to take the time that they require to engage in meaningful participation while still enjoying the enriching experience of working in an online global classroom.
- The self-paced delivery method of this course allows students to take the time that they require to engage in meaningful participation while still enjoying the enriching experience of working in an online global classroom.
- All teachers at Rosedale Academy are responsible for helping students to develop their ability to use English in academic courses.
Career Education
This course promotes skills effective for a variety of careers and informs students of some of the career opportunities where oral and written communication is considerable assets. Students will learn how to use English to inform audiences about ideas, persuade audiences to change their opinion or buy a product, and to formulate ideas. Students will also understand the importance of social media in their search for future education and career opportunities. Finally, this course also helps to prepare students for university application by providing a unit that helps them write a persuasive application essay. Beyond the immediate needs of the student, this also course focuses on demonstrating the value of English in jobs like business where clear communication is highly valued.
Academic Integrity
Students are expected to maintain high standards of honesty and academic integrity throughout their participation in all courses. This includes avoiding any instance of fraud, plagiarism and cheating. Rosedale Academy takes the following steps to ensure academic integrity:
- Students provide photo identification
- Course assignments include audio and video components
- Teachers Skype weekly with their classes
- Students are encouraged and supported to develop original work
- Exams are proctored by adults in trusted positions
When a teacher has reasonable grounds to believe that a student has violated these standards, the school principal will review the incident and, if needed, enforce disciplinary procedures. More information about Academic Honesty may be found in section 5.3 of the school calendar.
Late and Missed Assignment
Rosedale Academy provides a flexible, self-paced learning opportunity, which allows students to proceed through each course at their own speed. Students may submit any assignment from any unit while he or she is enrolled in this course. Assignments will not be accepted once the student’s enrolment period has ended. Students must complete and submit all course requirements prior to booking their final exam. Course requirements include but are not limited to: assignments, tests, and learning log.