ICS3U – Grade 11 Introduction To Computer Science Online Course course
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ICS3U – Grade 11 Introduction To Computer Science Online Course
| Course Code: | ICS3U |
| Course Type: | University Preparation |
| Credit Value: | 1.0 |
| Prerequisite: | None |
ICS3U Course Description
Introduction 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 computer science, and global career trends in computer-related fields.
Outline of Course Content
Unit
Titles and Descriptions
Time and Sequence
Unit 1
Designing Data Structures
In this unit, students review and extend their knowledge in data structures while focusing on implementation of projects to create and manipulate data constructs. Students apply fundamental fixed-size data structures (arrays, user-defined data types, records, arrays of records) to solutions to real-life problems and suggest possible implications of data storage on people’s lives in light of Canadian law. Students use independent study activity to further their mastery of new programming skills in preparation for postsecondary destinations. They also learn to select proper data structures that best match the information and promote program efficiency, code reusability, and maintenance. Students review and reinforce the principles of ergonomics and relate it to the rights of workers. They explore career opportunities in computing and information science related fields.
20 hours
Unit 2
Building software libraries
In Managing Software Projects students examine the components of a software project plan and develop a plan, in the context of case studies. They review the components of the software design life cycle and explore project management and team-building techniques. Students create a list of questions, pose the questions to a role-playing client, write a problem definition, analyse, design, implement and maintain a solution
20 hours
Unit 3
Exploring advanced algorithms
Students practice the re-use of code by building and sharing code libraries. The libraries are expanded in subsequent units. Students explore the differences between object-oriented and procedural programming as they apply to software libraries. Students also examine library design in the context of file management in network environments. They investigate intellectual property rights and code ownership and the ethics of code re-use by examining and analysing software-licensing agreements.
20 hours
Unit 4
Managing Software Projects
Students explore alternative algorithms for solving problems. They examine and program solutions to problems similar to those encountered in ICS3M (e.g., binary search or factorials), using new techniques such as recursion. They also plan solutions to more complex problems using industry-standard methodology (e.g., flow charts, pseudocode, structure charts). Students apply advanced algorithms, such as a recursive sort, to develop more efficient solutions to complex programming problems. Strategies for testing and debugging of programs are developed.
15 hours
Unit 5
Project Management and Software development skills
This unit is a culminating challenge in which students work to apply project-management skills, previously learned, to a case study. They plan, develop, test, and document a software solution to a given problem. Students apply complex programming techniques and utilize software libraries.
20 hours
Unit 6
Final Evaluation
The first product is a Project, subdivided into three distinct subsections and is worth 15% of the overall course marks. This Project will be evaluated using a marking scheme and a rubric. The second product will be a final exam of well-formulated multiple choice questions requiring information from the whole course.
10 hours
Total
110 hours
Introduction to Computer Science
When students are engaged in active and experiential learning, they tend to retain knowledge for longer periods and to develop, acquire, and integrate key skills more completely. Some of the teaching and learning strategies that are suitable to material taught in computer studies include:
Programming | Guided internet research | Direct Instructions |
Electronic Simulations | Discussion Groups | Program construction activities |
Interactive activities | Research projects | Model making |
Visuals | Multimedia presentations | Diagrams |
Problem solving | Discussion groups | Interviews |
Introduction to Computer Science
Assessment is a systematic process of collecting information or evidence about a student’s progress towards meeting the learning expectations. Assessment is embedded in the instructional activities throughout a unit. The expectations for the assessment tasks are clearly articulated and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course. The purpose of assessment is to gather the data or evidence and to provide meaningful feedback to the student about how to improve or sustain the performance in the course. Scaled criteria designed as rubrics are often used to help the student to recognize their level of achievement and to provide guidance on how to achieve the next level. Although assessment information can be gathered from a number of sources (the student himself, the student’s course mates, the teacher), evaluation is the responsibility of only the teacher. For evaluation is the process of making a judgment about the assessment information and determining the percentage grade or level.
Assessment is embedded within the instructional process throughout each unit rather than being an isolated event at the end. Often, the learning and assessment tasks are the same, with formative assessment provided throughout the unit. In every case, the desired demonstration of learning is articulated clearly and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course as stated in the course guideline. The evaluations are expressed as a percentage based upon the levels of achievement.
A variety of strategies are used to allow students opportunities to attain the necessary skills for success in this course and at the post-secondary level of study. To facilitate learning, the teacher uses a variety of activities engaging the whole class, small groups, and individual students.
The assessment will be based on the following processes that take place in the classroom:
| Assessment FOR Learning | Assessment AS Learning | Assessment OF Learning |
|---|---|---|
During this process the teacher seeks information from the students in order to decide where the learners are and where they need to go. | During this process the teacher fosters the capacity of the students and establishes individual goals for success with each one of them. | During this process the teacher reports student’s results in accordance to established criteria to inform how well students are learning. |
| Conversation | Conversation | Conversation |
Classroom discussion Self-evaluation Peer assessment | Classroom discussion Small group discussion Post-lab conferences | Presentations of research Debates |
| Observation | Observation | Observation |
| Drama workshops (taking direction) Steps in problem solving | Group discussions | Presentations Group Presentations |
| Student Products | Student Products | Student Products |
| Reflection journals (to be kept throughout the duration of the course) Check Lists Success Criteria | Practice sheets Socrative quizzes | Projects Poster presentations Tests In Class Presentations |
Some of the approaches to teaching/learning includ
Strategy | Purpose | Who | Assessment Tool |
Class discussion | Formative | Teacher/student | Observation Checklist |
Programming Exercises | Formative | Teacher | Rubric or marking scheme |
Daily class work | Formative | Teacher/student | Observation Checklist |
Assignments | Summative | Teacher | Rubric or marking scheme |
Written test | Summative | Student | Marking scheme |
Project | Formative | Teacher/student | Marking scheme |
Final written exam | Summative | Teacher/student | Marking scheme |
The final grade for this course will be determined as follows:
Beginning in the 2026-2027 school year, most secondary courses will require written exams as a percentage of the final course mark. All written final exams from Grades 9 to 12 will take place during the designated exam period, with the exception of the EQAO Grade 9 mathematics assessment.
In Grades 9 and 10, a student’s final mark will be based on:
- 65% classroom work completed throughout the course
- 20% mandatory final evaluations, broken down as described below
- 15% attendance and participation
Subject | Grade 9 | Grade 10 |
English Mathematics Science | 20% written exam Note: The EQAO Grade 9 Assessment of Mathematics counts as the written exam for the MTH1W course and makes up 20% of the student’s mark. | 20% written exam |
The Arts Computer Studies Health and Physical Education Technological Education | 10% written exam 10% culminating task | 10% written exam 10% culminating task |
Canadian and World Studies | 20% written exam (Geography) | 20% written exam (History, Civics and Citizenship) |
Business Studies Social Sciences and Humanities | 10% written exam 10% culminating task | 10% written exam 10% culminating task |
Classical Studies and International Languages French as a Second Language Native Languages | 10% written exam 10% culminating task | 10% written exam 10% culminating task |
First Nations, Métis, and Inuit Studies | 10% written exam 10% culminating task | 10% written exam 10% culminating task |
Guidance and Career Education | N.A. | Grade 10 Career Studies (GLC2O) students only: – 5% financial literacy graduation requirement – 15% culminating task |
In Grades 11 and 12, a student’s final mark will be based on:
– 65% classroom work completed throughout the course
– 25% mandatory final evaluations, broken down as described below
– 10% attendance and participation
Subject | Grade 11 | Grade 12 |
English Mathematics Science | 25% written exam | 25% written exam |
The Arts Computer Studies Health and Physical Education Technological Education | 10% written exam 15% culminating task | 10% written exam 15% culminating task |
Canadian and World Studies | 15% written exam 10% culminating task | 15% written exam 10% culminating task |
Business Studies Social Sciences and Humanities | 15% written exam 10% culminating task | 15% written exam 10% culminating task |
Classical Studies and International Languages French as a Second Language Native Languages | 10% written exam 15% culminating task | 10% written exam 15% culminating task |
First Nations, Métis and Inuit Studies | 10% written exam 15% culminating task Note: NBE3U and NBE3C require a 25% written exam. | 10% written exam 15% culminating task |
Frequently Asked Questions (FAQ)
What are the prerequisites to enroll in ICS3U course?
No prerequisites are required; anyone can register.
How will my final grade be calculated?
Seventy percent is based on evaluations throughout the course, and thirty percent comes from a final exam.
What kind of projects will I work on?
You will develop software solutions independently and in teams, applying the software development life cycle.
Does this course cover advanced programming concepts?
Yes, you will explore data structures, build software libraries, and learn advanced algorithms.
Will I learn about careers and industry trends in computer science?
Absolutely; the course discusses emerging research, ergonomics, and global career trends in computing.