Academy of Distance Education

Course outline for Introduction To Computer Studies, Grade 10, Open.

Curriculum Development Resource:       [The Ontario Curriculum Grades 10 to 12,Computer Studies,2008]

School:                                                Academy of Distance Education

Department:                                       Computer Studies

Course Developer:                               Department of Computer Studies

Development Date:                             Academic Year 2009/2010

Revision Date:                                     April 2011

Course Title:                                        Introduction To Computer Studies

Course Type:                                       [Open]

Course Code:                                      [ICS20]

Curriculum Policy Document:              The Ontario Curriculum

Grades 10 to 12, Computer Studies, 2008

Credit Value:                                                 1.0

Prerequisite:                                                 None

Number of scheduled hours:                        110

Origin of course

This course was developed by the Academy of Distance Education using the document,  “ Ontario Curriculum, Grades 10T to 12 [Computer Studies, 2008”

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:

Strand 1.        Understanding Computers.

Overall Expectations:

At the end of the unit students will:

1OE1. describe the functions of different types of hardware components, and assess the hardware needs of users;

1OE2. describe the different types of software products, and assess the software needs of users;

1OE3. use the basic functions of an operating system correctly;

1OE4. demonstrate an understanding of home computer networking concepts;

1OE5. explain the importance of software updates and system maintenance to manage the performance and      increase the security of a computer.

Strand  2   Introduction to Programming

Overall Expectations      By the  end of the unit students will:

2OE1. describe fundamental programming concepts and constructs;

2OE2. plan and write simple programs using fundamental programming concepts;

2OE3. apply basic code maintenance techniques when writing programs.

Strand 3. Computers and Society

Overall Expectations

By the  end of the unit students will:

3OE1. describe key aspects of the impact of computers and related technologies on society;

3OE2. describe computer use policies that promote environmental stewardship and sustainability;

3OE3. describe legal and ethical issues related to the use of computing devices;

3OE4. describe postsecondary education and career prospects related to computer studies

Unit 1: Fundamental Programming constructs             40 Hrs.

Unit 2 Programming and problem solving                   40 Hrs.

Unit 3: Social impact of Computers                           30 Hrs.

Total Hours: 110 Hrs

Teaching/learning strategies:

Note:  This and other computer Studies or technological studies course will heavily depend on synchronous means of lesson delivery and less on asynchronous means as ADE envisions to produce students who succeed in technological maneuvering as today’s global economies depend on just these technologies and less on resource economies.

A wide range of teaching and learning strategies will be used in the computer lab mainly in lectures, one-on-one demonstrations on the computer and lectures, presentations, group drills and brainstorming in the class. Those are the ones deemed to be the best serving in terms of meeting curriculum expectations.  Some of the strategies used in either through synchronized or synchronized on-line delivery are summarized as follows:


Group discussions/brainstorming

Group work

Lab activities (virtual class assignments, demonstrations)

Assessment and Evaluation Strategies.

Numerous and varied assessment opportunities will be given to students and various strategies and tools will be employed throughout the course in order to achieve maximum precision and fairness in assessing how well students learned the curricular expectations of each strand and the course.  Diagnostic assessments will be used to determine prior learning, students’ strengths and for planning purposes and therefore will not be used to determine term or final grades for report cards. Formative assessments will be used regularly as a learning tool and feedback mechanism to improve student learning and instructional strategies. Summative assessments will be used to provide final professional judgment and evaluation of student learning of curricular expectations and therefore will be used to evaluate term work and the final assessment for reporting purposes. When planning assessments, the curricular expectations will be reviewed and linked to the achievement categories to which they relate. This is to ensure that all the expectations are accounted for in instruction, and that achievement of the expectations is assessed within the appropriate categories. In other words, all four achievement categories are carefully linked to the assessment of curricular expectations and will be clearly communicated to the students in each assessment through definite markings and reminding in the assessment materials.

This year, assessment strategies will all be based on the current policies and procedures put forth by the ministry of Education including, but not limited to, the following: 1) “Education Policy and Program Update April 2010” ; 2) “ Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, 2010” 3) the “ Ontario Student Record, 2010”;  4) the  “ Ontario Student transcript, 2010”Assessment strategies used in this course are designed in a way that they provide students with opportunities to demonstrate the full range of their learning. They are varied   and spread out.  Some of them are used only as indicators for students to know their level and what adjustments to make to do better i.e. tools for feedback both for the teacher and student. Others are used to evaluate student learning only after students have had every possible chance to fully understand and learn the expectations of the curriculum. Students will also be familiarized with the assessment tools and procedures that are relevant to the course i.e. checklist, Rubrics, Rating scales, Marking Schemes, Anecdotal Records, etc. Through the Course, progress of the four categories of the achievement chart is assessed along with curricular expectations.

Strategies/Methods to be used include:

Paper and pencil, i.e. tests, quizzes, examinations.

Performance methods i.e. projects and presentations (both group and individual, demonstrations).

Personal communication i.e. class room discussion, interviewing and conferencing

Multimedia Presentations

The evaluation of a final grades is comprised of two components, a cumulative 70% and a final 30% and are as follows:

a) The cumulative part is arranged  throughout the units, and covers anything that was graded for reporting from the beginning to 4 weeks before the academic year

Summary of Methods, Strategies, purposes and tools for assessment and evaluation in each unit.

The total term work accounts for 70% of the overall grades.

Unit 1 (25%)                                      Tests                                                   10%

Project                                                 07%

Assignments                                        03%

Quizzes                                               05%

Total                                                                                                                25%

Assessment tools Checklist, marking schemes.

Unit 2 (25%)                                      Tests                                                   10%

Project                                                 07%

Assignments                                        03%

Quizzes                                               05%


Unit 3 (20%)                                      Tests                                                   07%

Project                                                 05%

Assignments                                        05%

Quizzes                                               03%


Total cumulative:           70%

b) The final evaluation:

The final assessment covers what students have been learning through the length of the course with more emphasis on the more recent parts. It will be administered within the last 6 Weeks in a full course (through the year) and the last three weeks in a half credit course (Sep to Jan) and accounts for 30% of the overall grades that will appear in the “final” box of the report card. The final evaluation will be administered as follows:

Final Examination       30%

Overall grade mark 70+30 =     100%

Resources to be used in the course:

The main resource to be used in the course is:

  • Access 2003 comprehensive concepts and techniques,   by Gary B. Shelly, Thomas J. Cashman Philip J. Pratt and Mary Z. Last
  • Other resources include the internet.
  • Microsoft Access, Relational Database system for Windows.
  • HTML BASICS 3RD Edition By Barksdale & Tuner