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Course Outline
School: John Fraser Secondary School
Department: Computer Studies (Technology)
Course: Computer Science, Grade 12, University Level
Prerequisite: ICS3U (cannot be run concurrently)
Course Code: ICS4U
Teacher(s): Danish, Kowalczewski, Seidel
This course enables students to further develop knowledge and skills in computer science. Students will use modular design principles to create complex and fully documented programs, according to industry standards. Student teams will manage a large software development project, from planning through to project review. Students will also analyse algorithms for effectiveness. They will investigate ethical issues in computer and further explore environmental issues, emerging technologies, areas of research in computer science, and careers in the field.
| Overarching Learning Goals | ||
| Data Structures and Algorithms Students design, create, test, and analyze complex algorithms and data structure through the creation of computer programs with clear documentation to enhance their logical thinking skills. |
Project Management Students apply standard project management techniques to plan, develop, produce, and close a student-managed project through the eventual creation of a single modular computer program to master the software development process. |
Digital Sage Students investigate ethical, environmental and emerging technology topics to develop life-long, conscientious attitudes and habits. |
| Course Overview | ||
| Unit | Unit Learning Goal/Essential Questions | Content |
| Data Structures and Algorithms | Students will learn to work with data types and proper code maintenance techniques. Students will also learn design and apply modular programming concepts including complex data types, as well as design, write and analyze complex algorithms and subprograms. |
Projects could include: Individualized Portfolio Building, Data Structures, Algorithms, Recursion. |
| Project Management | Students will learn to manage the software development process effectively through all of its stages. Students will also learn to contribute and reflect on standard project management techniques through a student-managed team project. |
Projects could include: Element Systems, Season Systems, Team Project Planning, Team Project Development and Production |
| Digital Sage | Students will learn to analyze the impact of emerging technologies on society, the economy, the environment, assessing strategies to promote environmental stewardship. Students will also learn to investigate and report on theoretical computer science topics, career opportunities therein, as well as analyzing ethical issues related to the combined computer science topic. |
Projects could include: Theoretical Computer Science, Emerging Technology, Product Research and Development |
| Final Summative Task | A final task in the last two to three weeks of the course where students showcase their best learning in a meaningful way. All work is done in class during class time. | Closing a Team Project Portfolio and Reflective Task |
The primary purpose of assessment and evaluation is to improve student learning. Students are measured against the content standards in the Ontario curriculum and second, against the performance standards in the provincial achievement chart. Overall, teachers use a balanced approach to assessment and evaluation by considering and integrating all four achievement categories when they assess and evaluate student work. Evidence of learning also refers to a more holistic approach of process of appraising what students know, can do and understand in place of traditional assessment methods of teaching, quizzing and testing; it uses the process of triangulation of student data used in research to provide a more well-rounded and all-inclusive picture of student achievement. Triangulation means collecting student evidence over time from three sources: observations, conversations and student products and considering all three sources in determining students’ grades. Evidence of learning refers to anything that students do, say or create that demonstrates deep conceptual understanding of Ontario curriculum expectations based on established learning goals for a course.
Evaluations will occur across the four achievement categories - knowledge, thinking, communication, and application. All assessment and evaluations for this course will be linked to the course Overarching Learning Goals.
Teachers will take a variety of factors into account before making a decision about the grade to enter on the report card. Determining a report card grade will involve the teacher's professional judgement and interpretation of the evidence and should reflect the student’s most consistent level of achievement with special consideration given to more recent evidence.
Students will also be assessed based on the way in which they learn under the following categories:
- Responsibility
- Organization
- Independent Work
- Collaboration
- Initiative
- Self-Regulation
Teaching strategies used in this course may include but are not limited to: direct instruction, graphic organizers, diagnostic testing, self-assessment, peer-assessment, small group cooperative learning, independent study, experiential learning, visual aids (videos/movies), video analysis, mind mapping, simulations, role playing, visual/multimedia presentations, problem solving, decision making, textbook use, data analysis, oral presentations, debates, journals, reflective writing, portfolios, reports, work and task sheets, guided internet search, discussion, problem-based learning, teacher led review, field trips, student-teacher conferences, and group or individual seminars with the overall goal of:
- Providing appropriate accommodation for students on IEPs and for English Language Learners and for those who identify as First Nations, Metis or Inuit;
- Utilizing Student Support and Student Alternative Support Programs;
- Contacting parents for support and assistance;
- Using diagnostic assessment and check-in points to monitor student progress;
- Providing differentiation of instruction and assessment to meet the needs of diverse learners;
- Providing ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved student learning;
- Creating lessons, and assessment and evaluations, that are carefully planned to relate to the curriculum expectations and learning goals, and as much as possible to the interests, learning styles and preferences of all students;
- Developing students’ self-assessment skills enabling them to assess their own learning, set specific goals, and plan next steps for their learning.
Like all courses at John Fraser, plagiarism in any form will not be tolerated. This includes electronic theft and misrepresentation of original work (including those that are paraphrased), cheating, theft of evaluation and instruments, use of unauthorized aids (such as AI programs) and false representation of identity will result in appropriate consequences including a zero on the evaluation, suspension from school, and loss of credit.
Deadlines - Deadlines are realistic in the normal working life outside of the school setting. Deadlines are also set as a reasonable time management strategy for teachers and students so that workloads can be varied and balanced. Some deadlines are negotiable, a few are absolute. Work that is not completed on either type of deadline may not be evaluated. Once marked work has been returned to the class, assignments will no longer be accepted.
Attendance - Regular attendance at school is critical for student learning and achievement. Students are expected to follow the school policy regarding absence during an evaluation.
Make-up Evaluations and Performance Tasks - Evaluations and performance tasks will occur the day the student returns from a legitimate absence or on the assigned make-up day. Missed make-up evaluations and performance tasks receive a zero. Students with part-day absences must speak to their teacher before signing out or after a legitimate sign-in on the evaluation day.
Final Evaluation - During the final weeks of each semester, students will be involved in Summative Evaluations which may include a variety of tasks such as projects, labs, essays/reports, interviews, performances, or exams. Students who do not complete the final evaluation tasks may not complete a sufficient amount of curriculum expectations needed to obtain the credit.
Digital Citizenship - You must abide by both school and board policies when it comes to technology and online applications. Understand that you are accountable for what you post and share and know that what you do online is public and permanent. Classrooms may have both a physical presence (in the school) as well as a digital presence (Google Classroom, BrightSpace) and the board Code of Conduct applies to both. You are NOT to video record, take photos, or screen shot in any classroom setting or of other people unless permission has been explicitly granted. Each teacher will have their own policy surrounding personal device use in the classroom and students are expected to abide by each teachers’ policy.
- Attend school and be on time on a regular basis. The best way to ensure success is to be present and engaged in the learning happening every day. It is important to demonstrate ownership for your own learning by getting caught up on missed work and discussing issues or extensions ahead of due dates. If you are absent, a caregiver needs to call the attendance line to report your absence. Absences that are not reported are considered unauthorized.
- Be organized. Notes and handouts should be organized in a notebook, binder, or electronic notebook. Organization will help with success in the course. * Bring all required materials (writing utensils, notebook, paper, device, textbook and any other tools that you require) to class every day.
- Listen and participate. Being an engaged and active participant in all lessons and class activities will help you to understand course material and contribute to your success.
- Collaborate. Studies have shown that students who consistently work cooperatively yield higher levels of achievement than either competitive or independent learning. When a lesson or task asks you to complete the work with a partner or small group -- do it! Don’t be afraid to try new things - take academic risks and challenge yourself.
- Seek help when needed.
