ICS3UIntroduction to Computer Science

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 com- puter science, and global career trends in computer-related fields.

A variety of teaching and learning strategies are used to allow students many opportunities to attain the necessary skills for success in this course and in future studies. In all activities, consideration will be taken to ensure that individual student’s multiple intelligences and learning strengths are addressed through the use of varied and multiple activities in each lesson.

Examples of some of the activities included in a course are in the chart below.

Per the guidelines outlined in Growing Success (2010), the core objective of student assessment and evaluation is to enhance and advance student learning.

As an essential component of assessment, teachers deliver specific, descriptive feedback to students to support and direct their ongoing learning progress. In contrast, evaluation involves measuring student work quality against established provincial criteria and assigning a final rating that accurately reflects overall academic performance. While instruction covers all curriculum expectations, formal evaluation focuses specifically on students’ mastery of overarching course expectations.

Student academic performance is evaluated based on defined curriculum-specific expectations. Educators exercise professional judgment to select which individual curriculum expectations will be used to assess mastery of overall course standards. Additional expectations may be integrated into daily instruction and formative assessment but not counted toward formal evaluative grading. To guarantee valid, equitable, and consistent assessment and evaluation practices, teachers adhere to a set of standardized strategies that meet the following criteria:

• Evaluate both the content students have learned and their overall level of proficiency
• Align strictly with the standardized achievement level descriptions outlined in the provincial achievement chart
• Incorporate diverse, ongoing assessment methods administered across the entire course timeline, providing students with multiple opportunities to demonstrate their full range of learning outcomes
• Match the design of learning activities, instructional goals, and students’ unique backgrounds, experiences, and learning requirements
• Uphold equity and fairness for all student learners
• Supply students with clear, actionable guidance for academic improvement
• Include authentic student work samples as formal evidence of academic achievement

The provincial achievement chart divides student knowledge and skills into four core evaluative categories:

• Knowledge and Understanding
• Critical Thinking
• Communication
• Application

Teachers conduct balanced assessment and evaluation across all four categories throughout the course. Students earn course credit and a final recorded grade if their overall course mark is 50% or higher. The final course grade is calculated based on the following weighted breakdown:

75% Term Work and Attendance: Seventy percent of the final grade is derived from ongoing formative and summative evaluations completed during the course. This weighting reflects students’ consistent academic performance over time, with appropriate priority given to recent demonstration of learning growth and mastery.

25% Final Evaluation: Thirty percent of the final grade is determined by a comprehensive final assessment administered near the conclusion of the course.