Outline of Course of Study

Faculty of Engineering Secondary School

Department of Engineering
Department Head: Carolyne Bjerring
Teacher: Erich Forler
Course development date: December 12, 2018
Course reviser: Carolyne Bjerring
Revision Date: October 15th, 2019
Course title: Introduction to Computer Studies
Grade: 10
Type: Open
Ministry Course Code: ICS2O
Credit value: 1.0 credit
Ministry curriculum policy documents:
● The Ontario Curriculum, Grades 10 to 12: Computer Studies, 2008 (revised)
● Ontario Schools, Kindergarten to Grade 12: Policy and Program Requirements, 2016
● Growing Success: Assessment, Evaluation, and Reporting in Ontario's Schools,
Kindergarten to Grade 12, 2010

Prerequisites and corequisites: none

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.

Overall Curriculum Expectations

By the end of this course, students will:

A. UNDERSTANDING COMPUTERS

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.

B. INTRODUCTION TO PROGRAMMING

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.

C. COMPUTERS AND SOCIETY

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.

Outline of Course Content

Unit 1: Basic Computer Hardware, Operating and Networking Systems 16 hours

Students will learn about basic computer hardware components and various operating
systems. They will also explore computer networks and security by completing exercises on
an online network simulation.

Unit 2: Computers and Society 18 hours

Students will learn about the social and environmental impacts of computer use. Students will
also explore legal and ethical issues relating to the use of computing devices. In this unit,
students will be required to complete a simple research project.

Unit 3: Introduction to Programming I 30 hours

Students will learn how to plan the content of a program by using visual problem-solving
models. Students will also learn about basic programming concepts:
● Data types
● Boolean and comparison operators
● Variables
● Selection statements

Unit 4: Software and Hardware Integration 20 hours

Students will learn how to use a programmable circuit board to build simple electronic
applications. They will also learn how to properly use looping and nested structures to design
and program more advanced applications.

Unit 5: Electronic Application: Final Project 30 hours

Students will be introduced to the engineering design process and will learn how to validate
computer programs using test cases. They will also learn how to properly document written
code to a specific set of standards. In this unit, students are required to design and build an
electronic application with a Raspberry Pi microcontroller and present their project.
Teaching & Learning Strategies

This course is intended to give high school students a good understanding of software and
hardware integration using industry standards. The students will be continuously engaged in
hands-on learning as they navigate new development and hardware tools and environments.
They will also take part in class discussions regarding the new technologies they will use to
build applications.

The teacher will begin each day with a review of the previous day’s lessons and then relate
these topics to the new material to be covered. The students will be guided through many
programming and hardware examples prior to practicing individually and in groups. This training
will allow them to complete student-led assignments and projects required for the course. Their
knowledge will be frequently evaluated through formative assessments of their code, hardware
builds, and documentation.

Python and Raspberry Pis will be the tools used to direct students as they move through their
experiential learning of integration methodologies. The teacher will elaborate on professional
development practices in order to deliver a learning environment consistent with industry
standards. Students in this course will be provided several Raspberry Pi hardware components
in order to develop their skills in software and hardware integration.

The final project of the course will aim to develop students’ problem solving and project
management skills as they implement a Raspberry Pi software-hardware solution of their choice
using professional practices. The teacher will either approve or propose different projects before
the students (in groups of 2) begin building their project over a span of one week.

Strategies for Assessment & Evaluation of Student

Performance
Assessment, evaluation, and reporting of student achievement will be based on the policies and
practices outlined in the following Ministry’s policy document Growing Success: Assessment,
Evaluation, and Reporting in Ontario Schools, 2010.

Students will be evaluated based on the overall expectations of the course through the
achievement charts in The Ontario Curriculum, Grades 10 to 12: Computer Studies, 2008
(revised), as outlined in this document

The Ministry of Education’s document Growing Success: Assessment, Evaluation, and

Reporting in Ontario Schools outlines policies for measuring and communicating achievement.
Levels of achievement are defined as follows:
 Level Percentage Achievement

Level 1 50—59% Represents achievement that falls much below the provincial
standard. The student demonstrates the specified knowledge and
skills with limited effectiveness. Students must work at significantly
improving learning in specific areas, as necessary, if they are to be
successful in the next grade/course

Level 2 60—69% Represents achievement that approaches the provincial standard.

The student demonstrates the specified knowledge and skills with
some effectiveness. Students performing at this level need to work on
identified learning gaps to ensure future success

Level 3 70—79% Represents the provincial standard for achievement. The student
demonstrates the specified knowledge and skills with considerable
effectiveness. Parents of students achieving at level 3 can be
confident that their children will be prepared for work in subsequent
grades/courses.

Level 4 80—100% Identifies achievement that surpasses the provincial standard. The
student demonstrates the specified knowledge and skills with a high
degree of effectiveness. However, achievement at level 4 does not
mean that the student has achieved expectations beyond those
specified for the grade/course.

Seventy percent (70%) of the evaluation is based on daily classroom work and will be
determined through a variety of methods, as outlined in the table below. Thirty percent (30%) of
the evaluation will be based on a final design project which includes a prototype and
presentation. This final evaluation allows the student the opportunity to demonstrate
comprehensive achievement of the overall expectations of the course.

Teachers will use “assessment for learning” and “assessment as learning” practices to help
students identify: where they are in relation to the learning goals and what next steps they need
to take to achieve the goals.

This ongoing feedback will help prepare students for “assessment of learning”, the process of
collecting and interpreting evidence for the purpose of summarizing learning at a given point in
time, to make judgments about the quality of student learning on the basis of established
criteria, and to assign a value to represent that quality.

Assessment breakdown for ICS2O:

Percentage Overall
 of grade Expectation(s)

Formative Assessment, 70% of final grade

Computer Part Presentation 5% A1

Internet Security Exercise 5% A4, A5

Assignment 1: Variables 5% B1

Assignment 2: Control Statements 5% B2, B3

Computers and Society Presentation 10% C1, C2, C3,

C4

Systems Quiz 5% A1, A2, B1,

B2

Python Project 10% B1, B2, B3

Assignment 3: Raspberry Pi LEDs 5% A1, B1

Assignment 4: Raspberry Pi Traffic Lights 5% A1, B2

Assignment 5: Raspberry Pi Camera 5% A1, B3

Raspberry Pi and Sense HAT Project 10% B1, B2, B3

Summative Assessment, 30% of final grade

Final evaluation: Design Project 30% A1, A2, A3,

● Prototype (15%) A4, A5, B1,
● Presentation (10%) B2, B3
● Documentation (5%)

Considerations for Program Planning

Instructional Approaches

In computer studies teachers will be using projects as a means for students to gain knowledge
and learn new skills such that they can achieve the course expectations. This type of course
will give students ample opportunities to collaborate in teams and work cooperatively while
working through design and programming problems. When students are actively engaged in
experiential learning, then tend to build longer-lasting skills and better retain knowledge.
Through hands-on lessons, students will be given the opportunity to work individually and in
teams. Teachers will model new skills, offering direction and support until students are
confident in using those skills independently. Teachers will model good program design and
good coding practices to set students off on the right foot, and giving them ample time to
practice new skills.

By differentiating instruction, teachers will address the various learning preferences and
individual needs of their students. He/She will provide examples followed by practice allowing
students to learn a variety of concepts, skills, procedures, and processes. With the support of
teacher modelling and ample time for practice, students will gain understanding and develop
new skill sets in manageable chunks. This scaffolding approach will provide students with the
support they need to reach manageable objectives.

Role play and the use of real-world examples will allow students to better grasp the abstract
concepts taught in computer studies. Kinesthetic activities can also be incorporated into the
classroom such that students better retain new knowledge, such as the concept of binary
numbers. Students will have the opportunity to work collaboratively in groups, where each
student has a specific role on the team. For instance, in pair programming one student can type
out the code while the other student dictates the code and comments, until they switch roles.

Teachers have the freedom to choose the type of programming language for the course (such
as object-oriented or procedural) as well as the language itself. It is important for teachers to
note that students who recognize the value and relevance of what they are doing will be self-
motivated to achieve the course expectations and take an active role in their learning. Selecting
appropriate teaching methods and learning activities can have a significant positive effect on
students’ attitudes toward computer studies.

The Importance of Current Events in Computer Studies

The discussion of current events and emerging technologies stimulates student interest and will
be embedded into the computer studies curriculum. It enhances the relevance of the curriculum
and helps students connect their in-class lessons with real-world events or situations.
Embedding current events into the lessons is an effective instructional strategy for implementing
many course expectations into the curriculum.

The Role of ICT in Computer Studies

Information and communications technologies (ICT) tools allow teachers to expand their
instructional strategies and support student learning. These tools include Internet websites,
word-processing programs, and multimedia resources. These tools help students collect,
organize, and present data for reports and presentations. They also enable students to connect
with each other and the world to be able to share ideas and collaborate on projects.

Students will be encouraged to use ICT tools for most of the course in order to learn new skills
and communicate their learning. Students will be using PowerPoint, for instance, to present
their design projects to the class.

With the power of the Internet comes potential risks such as privacy, safety, and abuse of
technology in the form of bullying or other malicious acts. Students must be made aware of
these issues and teachers will model appropriate behaviour in their instruction. Teachers can
also make use of ICT tools in their day-to-day teaching practice of curriculum design and in-
class teaching.

Planning Computer Studies Programs for Students with Special

Education Needs

Classroom teachers have a duty to ensure that all students in their class have the opportunity to
learn and succeed regardless of their special education needs. Special Education
Transformation: The Report of the Co-Chairs with the Recommendations of the Working Table
on Special Education, 2006 promotes a set of beliefs that should guide program planning for
students with special education. These beliefs include:

- All students can succeed.

- Universal design and differentiated instruction are effective and interconnected means of
meeting the learning or productivity needs of any group of students.
- Each student has his or her own unique patterns of learning.
- Classroom teachers need the support of the larger community to create a learning
environment that supports students with special education needs.
- Fairness is not sameness.

Teachers are encouraged to develop their program plan in accordance to their students’
diversity of strengths and abilities. This can be achieved through a myriad of ways including:
assessing each student’s prior knowledge and skills, providing ongoing assessment, and
allowing for flexible groupings. By assessing each student’s current achievement level and
weighing that against the course expectations, the teacher can determine if the student will be
requiring any combination of: accommodations, modified expectations, or alternative
expectations. If the student requires accommodations, modified expectations, or both, the
information must be recorded in their Individual Education Plan (IEP).
Students Requiring Accommodations Only

Accommodations that are required by students must be identified on their IEP. Differentiated
instruction and universal design lend themselves well to providing accommodations for
students. Students will still be evaluated on the curriculum course expectations and
achievement levels communicated by the Ministry.

There are three types of accommodations:

- Instructional accommodations: Teachers change the way in which lessons are taught
including integrating technology and using different styles of presentation.
- Environmental accommodations: This includes a change in the learning environment
whether it be classroom seating by location or group, or lighting.
- Assessment accommodations: These allow students to demonstrate their learning in a
different way. For instance, they may be given the opportunity to give oral answers to
written questions or they may be given more time to complete an assignment or test.

Students Requiring Modified Expectations

Modified expectations that are required by students must be identified on their IEP. For the
most part, these expectations will be based on the regular course expectations but the number
and/or complexity will differ. Modified expectations are specific, realistic, and measurable
achievements that the student can demonstrate independently, given assessment
accommodations.

It is the principal who will decide whether the achievement of the modified expectations
constitutes successful completion of the course and whether the student is eligible to receive a
credit for the course; this decision must be communicated to the student and their parents.

When course expectations are not extensively modified and it is expected that the student can
achieve most of them, the modified expectations should determine how the required knowledge
and skills differ from those identified in the course expectations. In the case, if the student is
working toward a credit for the course, the IEP box must be checked on the Provincial Report
Card.

With extensive modifications to expectations such that achievement of them is not expected to
result in a credit, the expectations should identify the precise requirements or tasks on which the
student’s performance will be evaluated and which will be used to determine the student’s mark
on the Provincial Report Card. The IEP box must be checked and the appropriate statement
from the Guide to the Provincial Report Card, Grades 9-12, 1999 (p. 8) must be added.
Modified expectations must be reviewed in relation to the student’s progress at least once each
reporting period, and must be updated as necessary.
Program Considerations for English Language Learners

Schools in Ontario have a very diverse and multicultural student population, such that 20% of
students have a language other than English as their first language. These English language
learners may be recent immigrants or refugees while others may be born in Canada into a
family whose primary home language is either not English or is an English dialect differing
significantly from the English taught in Ontario schools. Teachers must be mindful that many of
these students are entering a new linguistic and cultural environment at school.

During their first few years in an Ontario school, English language learners pay receive support
through English as a Second Language (ESL) programs or English Literacy Development (ELD)
programs. ELD programs are primarily for newcomers who arrive with significant gaps in their
education, often due to limited opportunities (in terms of education and literacy) in their home
country.

It is important that teachers recognize the orientation process whereby English language
learners adapt to a new social environment and language. Some may be very quiet at first,
using body language rather than speech and/or limited verbal communication to convey their
thoughts. These students thrive in a safe, supportive, and welcoming environment. As the
students learn to speak English, it is important to note that oral fluency is not a good indicator of
the student’s literacy development and vocabulary.

It is the shared responsibility of the classroom teacher, the ESL/ELD teacher (where available),
and other school staff to help in the development of students’ English. Volunteers and peers
may also provide significant support. Teachers are required to adapt their instruction to
facilitate the success of their English language learner students. These adaptations may
include:
- Modifying some or all course expectations such that they are challenging yet achievable
given the student’s English proficiency
- Using a variety of instruction strategies, such as visual cues, pre-teaching vocabulary,
offering peer tutoring
- Using a variety of learning resources, such as bilingual dictionaries, visual material,
simplified text
- Modifying assessments, such as giving extra time, offering the choice of demonstrating
skills/knowledge orally or in writing, assigning cloze sentences instead of essays

When learning expectations are modified for an English language learner, it must be clearly
indicated on their report card.
Antidiscrimination Education in Computer Studies

The Faculty of Engineering Secondary School abides by the University of Ottawa’s Violence
Prevention Policy and Prevention of Harassment and Discrimination Policy. These policies
encourage staff and students to show respect for diversity in the school and the wider society.
The policies aim to provide a safe learning environment, free from violence, harassment, and
discrimination.

Differentiated instruction will be at the core of curriculum planning. By assessing each individual
student’s abilities, background, interests and learning styles, teachers can design their lessons
based on the needs of their diverse students. The course content (what is being taught),
process (how it is taught), and product (how students demonstrate their learning) will be
designed in relation to the students’ needs.

Generally, in technical courses such as computer science there is a clear gender disparity.
Studies have shown that female students are often drawn to courses that have a societal aspect
to them, rather than just abstract learning. It may be helpful for teachers to offer projects and
activities that have a clear and meaningful societal application. For instance, instead of being
asked to design a robotic arm (whose purpose is unknown), teacher can give students the
option of designing an assistive device. Differentiated instruction offers students a choice from
a range of activities or allows them to select their own projects; by giving students the power to
choose their own topic, they can select something that most interests them and become more
invested in the project.

Environmental Education and Computer Studies

It is important for students to understand their environmental impact in the world and how they
can better the environment they are living in. It is the duty of the teacher to integrate
environmental education into their curriculum planning such that students understand their
personal responsibility to the environment and their role in society.

Environmental education can be integrated into the classroom in a variety of ways. In selecting
their projects, students can go the environmental route and select a project that is directly linked
to environmental impact, such as a simulation of a healthy ecosystem or the consequences of
an oil spill. Additionally, students can focus on the environmental impact of computer use by
learning about the safe handling and disposal of materials used in the manufacturing of
computer components. By implementing strategies to reduce, reuse and recycle, students can
learn about government agencies and community partners that support such practices. This will
give students the opportunity to develop critical thinking skills and responsible practice with
respect to environmental implications of their selected project.
Programming projects can be used to address environmental-focused course expectations. For
instance, students can program a survey that assesses people’s environmental awareness as it
relates to the use of computers. The program could calculate the awareness and suggest
strategies or provide feedback to users.

Literacy, Mathematical Literacy, and Inquiry/Research Skills

Many activities in the computer studies curriculum requires students to practice and develop
oral, written, and visual literacy skills. Students will be required to brainstorm ideas and
effectively communicate them to their team members. They will need to be able to justify their
choices for decisions taken in the design process and will need to be able to communicate them
clearly to their audience in an oral presentation with visual support. They will be required to
compose written reports on their progress and outline the steps taken during the design process
in order to effectively convey their message to the reader. Students will be learning specialized
terminology which they will be expected to use appropriately and precisely in their
communication.

In developing programs, students will build on their mathematical literacy. Students will be
required to communicate clearly and concisely through the use of tables, diagrams, and/or flow
charts. Many components of the computer studies curriculum emphasize students’ ability to
interpret and use symbols and charts.

In conducting research for their projects, students will be required to explore a variety of
possible solutions to their challenge, analyzing the context of their data and properly interpreting
it. They will be required to analyses the source of their information, determine its validity and
relevance, and use it in appropriate ways. Teachers can support students by guiding them
toward reputable sources including peer-reviewed journals. The ability to locate, question, and
evaluate information allows a student to become an independent, lifelong learner.

The Ontario Skills Passport and Essential Skills

The Ontario Skills Passport (OSP) is a web-based service that can track students’ Essential
Skills (such as reading, writing, and problem solving) and work habits (such as working safely
and being reliable). These skills and work habits are easily transferable from school to work
and are useful for employers looking to assess potential candidates for cooperative education
placements. The OSP is also useful for students looking to assess, build, document, and track
their skills through their educational, professional, and personal experiences. More information
about the OSP can be found on the ministry website, http://skills.edu.gov.on.ca.
Career Education

In this era of technological innovation with rapidly evolving technologies, employers are always
on the lookout for candidates with strong technical skills who can problem-solve effectively,
think critically, and work collaboratively. These are the exact skills that will be developed
through computer studies courses. In going through the design process, students will develop
skills in: research, analysis, creativity, problem-solving, design, and presenting. They will
practice these skills through both independent and group work.

Cooperative Education and Other Forms of Experiential Learning

Cooperative education and other forms of experiential learning, such as job shadowing, work
experience, and field trips, allow students to apply the skills they’ve learned in the classroom to
real-word work environments. They help students learn about the possible careers and
employment opportunities in various fields of work, as well as broadening their knowledge of
workplace practices and employer-employee relationships.

Students who choose a computer studies course as the related course for two cooperative
education credits are able, through this packaged program, to meet the group 1, 2, and 3
compulsory credit requirements for the OSSD.

Teachers must assess the health and safety of placements and ensure that their students
understand their rights as they relate to health and safety, privacy and confidentiality, and abuse
and harassment in the workplace.

All cooperative education and other workplace experiences will be provided in accordance with
the ministry’s policy document Cooperative Education and Other Forms of Experiential
Learning: Policies and Procedures for Ontario Secondary Schools, 2000.

Planning Program Pathways and Programs Leading to a

Specialist High Skills Major

Computer studies courses are well suited for programs leading toward a Specialist High Skills
Major (SHSM) or programs leading toward an apprenticeship or workplace destination.
Computer studies courses can also be combined with cooperative education credits in order to
provide the workplace experience necessary for some SHSM programs, apprenticeships, and
workplace destinations. SHSM programs would also include sector-specific learning
opportunities offered by employers, skills-training centers, colleges, and community
organizations.
Health and Safety in Computer Studies

The most common health and safety concerns associated with repeated computer use are eye
strain and musculoskeletal injuries (including repetitive strain injuries). Teachers will ensure
that work stations are ergonomic and that students maintain good posture and take frequent eye
and body breaks. Students will also be taught about emotional and health risks common among
heavy computer users, particularly social isolation.

Teachers will assess any risks associated with field trips including the transportation risks and
risks at the visiting location and communicate these risks with parents and students. When
activities take place outside of the predictable classroom environment, it is the teacher’s duty to
ensure the health and safety of students is maintained.

Resources
No textbook is required for this course, although the teacher will supply articles and blogs for
students to read in order to extend their knowledge of the course. Students will be given access
to all course material in class and will be given access to computer laboratories during and after
class hours in order to continue their learning. Students will also be given access to any system
required for the course, such as Travis CI, GitHub, Eclipse and Source Tree.