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Course Notes

Over the past ten years, there has been an effort to increase enrolment in computer-related programs at the postsecondary level. This course prepares students for further study at the Grade 12 College and University levels. The combination of theory, practical experience, and exploration of career options also helps students complete and refine their Annual Education Plans.

The Introduction to Computer Studies, Grade 11 course prepares students for university destinations. Students outline opportunities and career paths of each destination in their Annual Education Plans. They also explore career paths and identify which career best suits their interests, aptitudes, and expectations.

This course has no prerequisite. Some students will have completed Grade 10 Introduction to Computer Studies and have been introduced to basic programming concepts and structures. For others, it is the first Computer Studies course. The focus of this course is on applying fundamental programming structures and concepts rather than applying a specific language and its features. Upon completion of this course, students can apply their knowledge and skills to other programming languages.

Problem solving, a curriculum sub-heading, is integrated in all units. The software design life cycle is followed when developing the best solution to a challenge.

Students often research and use the Internet as an information source. It is important for teachers to review and emphasize good information filtering skills. A session with the school teacher-librarian may assist all students.

Challenges are drawn from a variety of disciplines and workplace situations. They address the wide spectrum of student interests, provide opportunities for broad applications of programming, and are free of bias.

Communication is a key skill of programmers. In addition to reading and writing, programmers communicate using programming standards and conventions, and through developing internal and external documentation. These skills are integral to every unit.

The final unit is an authentic assessment in which students apply a wide range of knowledge and skills through an integrated and meaningful task. This task is a program challenge in which the software design life cycle (problem definition, analysis, design, implementation, testing, maintenance) is followed as the problem-solving model.

Students develop generic programming skills in this course. When choosing a programming language, the following criteria are applied:

• ease-of-use, appropriate structure, availability, and hardware requirements;

• level of difficulty allowing students without programming background to experience success;

• provision of de-bugging tools;

• planned path for language skill development in Grades 11 and 12, considering the most likely postsecondary destination and required preparation within the school community;

• district standards, conventions, and policy;

• available on- and off-line support resources;

• compatibility with languages used in introductory courses at local postsecondary destinations.

Source: Public and Catholic District School Board Writing Partnership,  Course Profile: Computer and Information Science, Grade 11, University/College Preparation ICS3U, Queen’s Printer for Ontario, 2001, adapted.