Course: Introduction to Computer Science

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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.

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  • Department: Computer Studies
  • Course Developer: The Educators Academy
  • Development Date:
  • Revision Date: 2021
  • Course Title: Introduction to Computer Science
  • Course Reviser: Azhar Javed
  • Grade: Grade 11
  • Course Type: University
  • Ministry Course Code: ICS3U
  • Credit Value: 01
  • Prerequisite: None
  • Ministry Curriculum Policy Document: The Ontario Curriculum, grades 10 to 12, 2008 (Revised)

Overall Curriculum Expectations

Software Development

    i. demonstrate the ability to use different data types, including one-dimensional arrays, in computer programs ii. demonstrate the ability to use control structures and simiii. demonstrate the ability to use subprograms within computer programs; iv. use proper code maintenance techniques and conventions when creating computer programs. ple algorithms in computer programs;

Computer Environment and Systems

    i. use a variety of problem-solving strategies to solve different types of problems independently and as part of a team; ii. design software solutions to meet a variety of challenges; iii. design algorithms according to specifications; iv. apply a software development life-cycle model to a software development project

Topics in Computer Science

    i. relate the specifications of computer components to user requirements; ii. use appropriate file maintenance practices to organize and safeguard data; iii. demonstrate an understanding of the software development process.

Unit Outline

# Unit Approx. Time
1 The Computing Environment 18 Hours
2 The Basics of Programming 20 Hours
3 Problem Solving with Procedures and Functions 22 Hours
4 Information Storage 22 Hours
5 Using Data Structures 18 Hours
6 Project 8 Hours
7 Exam 2 Hours
Total 110 Hours

Unit Description

The Computing Environment

In this unit students will examine fundamental aspects of the computing environment including hardware specifications, peripheral devices, software and applications, operating systems and basic programming codes and languages.

The Basics of Programming

This unit investigates the essential philosophy and logic of programming, including models for input, output, and processing. Students will learn strategies to plan programming tasks, including pseudo-code. Students will construct simple programs using a different logical, mathematical and algorithmic strategies.

Problem Solving with Procedures and Functions

In this unit students will develop more advanced programs, and investigate elements of the software design cycle including: determining program specifications from clients, developing milestones, the products of software development, and the strategies behind debugging and troubleshooting.

Information Storage

In this unit students will use various problem solving strategies to collect input, store information, and generate outputs. Students will learn to read and write information to data files. This unit also investigates various ethical issues arising in computer science.

Using Data Structures

In this unit students learn how to create arrays, and how to write programs that declare, initialize, modify and access these arrays. Students will write algorithms with nested structures, and sub-programs, and algorithms that perform simple data management tasks.


This is a programming project representing the stages in the software development cycle.

Program Considerations

Assessment and Evaluation

The policy aims to maintain high standards, improve student learning, and benefit students, parents, and teachers in The Educators Academy. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices.
Assessment is the process of gathering information from a variety of sources that accurately reflects how well a student is achieving the curriculum expectations in a course. As part of assessment, The Educators Academy teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. Assessment and evaluation will be based on the provincial curriculum expectations and the achievement levels outlined in this document. To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the improvement of learning for all students, teachers use practices and procedures that:
·         address both what students learn and how well they learn;
·         are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart;
·         are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning;
·         are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;
·         are fair to all students;
·         accommodate the needs of students with special education needs, consistent with the strategies outlined in their Individual Education Plan;
·         accommodate the needs of students who are learning the language of instruction (English or French);
·         ensure that each student is given clear directions for improvement;
·         promote students’ ability to assess their own learning and to set specific goals;
·         include the use of samples of students’ work that provide evidence of their achievement;
·         are communicated clearly to students and parents at the beginning of the course or the school term and at other appropriate points throughout the school year.
Teachers will use “assessment for learning” and “assessment as learning” practices to help students identify: where they are in relation to the learning goals and what next steps they need to take to achieve the goals. This ongoing feedback will help prepare students for “assessment of learning”, the process of collecting and interpreting evidence for the purpose of summarizing learning at a given point in time, to make judgments about the quality of student learning on the basis of established criteria, and to assign a value to represent that quality.
Assessment Strands:
The Educators Academy will ensure that student’s work is assessed and/or evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories.
Knowledge and Understanding (K/U)                                                                                  
Thinking and Inquiry (T/I)                                                                                                     
Communication (C)                                                                                                               
Application (A)                                                                                                                      
Assessment Strands
Student achievement is communicated formally to students and parents by means of the Provincial Report Card. The report card provides a record of the student’s achievement of the curriculum expectations in every course, at particular points in the school year or semester, in the form of a percentage grade. Report cards are issued upon completion of the course. Each report card will focus on related aspects of student achievement. The percentage grade will represent the quality of the student’s overall achievement of the expectations for the course and will reflect the corresponding level of achievement. The Educators Academy will record a final grade for every course, and a credit is granted for the course in which the student’s grade is 50% or higher.
Final Assessment and Evaluation = 100%
The teacher also provides written comments concerning the student's strengths, areas for improvement, and next steps (E–Excellent, G–Good, S–Satisfactory, N–Needs Improvement). The report card indicates whether an OSSD credit has been earned or not. Upon completion of a course, Educators Academy sends a copy of the report card back to the student's home school where the course is added to the ongoing list of courses on the student's Ontario Student Transcript. The report card is also sent to the student's home address for parents’ communication.
Evaluation Instruments/ Strategies:
*      Rubrics                                                                                                Observation
*      Checklist                                                                                             Project Work
*      Peer                                                                                                     Interviewing
*      Self                                                                                                      Researching
*      Group                                                                                                  Conferencing
Assessment and Evaluation:
Final Assessment and Evaluation = 100%
A Summary Description of Achievement in Each Percentage Grade Range
and Corresponding Level of Achievement
Percentage Grade Range
Achievement Level
Summary Description
Level 4
A very high to outstanding level of achievement. Achievement is above the provincial standard.
Level 3
A high level of achievement. Achievement is at the provincial standard.
Level 2
A moderate level of achievement. Achievement is below, but approaching, the provincial standard.
Level 1
A passable level of achievement. Achievement is below the provincial standard.
below 50%
Level R
Insufficient achievement of curriculum expectations. A credit will not be granted.
(Level 1)
(Level 2)
(Level 3)
(Level 4)
Knowledge and Understanding - Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding)
The student:
Knowledge of content (e.g., facts, technical terminology, definitions, procedures, standards)
demonstrates limited knowledge of content
demonstrates some knowledge of content
demonstrates considerable knowledge of content
demonstrates thorough knowledge of content
Understanding of content (e.g., concepts, principles, methodologies, use of tools)
demonstrates limited understanding of content
demonstrates some understanding of content
demonstrates considerable understanding of content
demonstrates thorough understanding of content
(Level 1)
(Level 2)
(Level 3)
(Level 4)
Thinking – The use of critical and creative thinking skills and/or processes
The student:
Use of planning skills (e.g., focusing research, gathering information, selecting strategies, organizing a project)
uses planning skills with limited effectiveness
uses planning skills with some effectiveness
uses planning skills with considerable effectiveness
uses planning skills with a high degree of effectiveness
Use of processing skills (e.g., analysing, interpreting, assessing, reasoning, evaluating, integrating, synthesizing)
uses processing skills with limited effectiveness
uses processing skills with some effectiveness
uses processing
skills with
uses processing
skills with a
high degree of
Use of critical/creative thinking processes (e.g., evaluation of computer solutions, problem solving, decision making, detecting and correcting flaws, research)
uses critical/
creative thinking
processes with limited
uses critical/
creative thinking
processes with some
uses critical/
creative thinking
processes, with considerable
uses critical/
creative thinking
processes with a high degree of
(Level 1)
(Level 2)
(Level 3)
(Level 4)
Communication – The conveying of meaning through various forms
The student:
Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, visual, and written forms (e.g., presentations, charts, graphs, tables, maps, models, web pages, reports)
expresses and organizes ideas and information with limited effectiveness
expresses and organizes ideas and information with some effectiveness
expresses and organizes ideas and information with considerable effectiveness
expresses and organizes ideas and information with a high degree of effectiveness
Communication for different audiences (e.g., peers, computer users, company supervisor) and purposes (e.g., to inform, to persuade) in oral, visual, and written forms, including electronic forms
communicates for different audiences and purposes with limited effectiveness
communicates for different audiences and purposes with some effectiveness
communicates for different audiences and purposes with considerable effectiveness
communicates for different audiences and purposes with a high degree of effectiveness
Use of conventions vocabulary, and terminology of the discipline in oral, visual, and written forms, including electronic forms
uses conventions, vocabulary, and terminology of the discipline with limited effectiveness
uses conventions, vocabulary, and terminology of the discipline with some effectiveness
uses conventions, vocabulary, and terminology of the discipline with considerable effectiveness
uses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness
(Level 1)
(Level 2)
(Level 3)
(Level 4)
Application – The use of knowledge and skills to make connections within and between various contexts
The student:
Application of knowledge and skills (e.g., concepts, procedures, processes, use of tools) in familiar contexts
knowledge and
skills in familiar
contexts with
knowledge and
skills in familiar
contexts with
knowledge and
skills in familiar
contexts with
knowledge and
skills in familiar
contexts with a
high degree of
Transfer of knowledge and skills (e.g., choice of tools and software, ethical standards, concepts, procedures, technologies) to new contexts
transfers knowledge and skills to new contexts with limited effectiveness
transfers knowledge and skills to new contexts with some effectiveness
transfers knowledge and skills to new contexts with considerable effectiveness
transfers knowledge and skills to new contexts with a high degree of effectiveness
Making connections within and between various contexts (e.g., between computer studies and personal experiences, opportunities, social and global challenges and perspectives; between subjects and disciplines)
makes connections within and between various contexts with limited effectiveness
makes connections within and between various contexts with some effectiveness
makes connections within and between various contexts with considerable effectiveness
 makes connections within and between various contexts with a high degree of effectiveness
Submission of Assignments
*      All assignments should be submitted for grading on the stated due date.
*      Any late assignments may be subjected to a 10% penalty.
*      Work not submitted within 5 school days after the stated due date will be assigned a mark of 0.
*      If a student is ill or away for a documented reason, all assignments must be submitted upon return to class, unless arrangements are negotiated with the teacher.
*      It is vital that the student realize the potential consequences of incomplete work and absences, including failure to gain the credit for the course. It is the responsibility of the student to catch up on all work missed from being absent.
Program Planning Considerations
Students learn best when they are engaged in learning in a variety of ways. Computer studies courses at The Educators Academy, lend themselves to a wide range of approaches in that they require students to discuss issues, solve problems, plan solutions, participate in the development of solutions, conduct research, think critically, and work cooperatively. 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.
Students in a computer studies class at The Educators Academy, typically demonstrate diversity in the ways they learn best. It is important, therefore, that students have opportunities to learn in a variety of ways – individually, cooperatively, independently, with teacher direction, through hands-on experience, and through examples followed by practice. In computer studies, students are required to learn concepts, skills, procedures, and processes. They develop competence in these various areas with the aid of instructional and learning strategies that are suited to the particular type of learning. The approaches and strategies used in the classroom at The Educators Academy help students meet the expectations of this curriculum, vary according to both the type of learning and the individual needs of the students.
Some of the teaching and learning strategies that are suitable to material taught at The Educators Academy in computer studies employ scaffolding. Scaffolding is an instructional approach that involves breaking down tasks so that students can concentrate on specific, manageable objectives and gradually build understanding and skill, with the aid of modelling by the teacher and ample opportunity for practice. Scaffolding provides students with a supportive structure within which to learn.
Other concepts taught at The Educators Academy in computer studies involve abstract thinking, which are challenging for many students. Role playing is one approach that can help students internalize new concepts. Learning processes that involve students in physical activity can also lead to better understanding and longer retention of concepts. The use of kinesthetic learning can be an effective way to adapt computer studies to the varied learning styles that students demonstrate.
Students’ attitudes towards computer studies have a significant effect on their achievement of expectations. Teaching methods and learning activities that encourage students to recognize the value and relevance of what they are learning will go a long way towards motivating them to work and learn effectively.
Planning Program for Special Education Needs
The Educators Academy’s classroom teachers are the key educators of students with special education needs. They have a responsibility to help all students learn, and they work collaboratively with special education teachers, where appropriate, to achieve this goal.
The Educators Academy’s classroom teachers commit to assisting every student to prepare for living with the highest degree of independence possible. The teachers at The Educators Academy planning Computer Studies pay particular attention to the following beliefs:
          All students can succeed.
          Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students.
          Successful instructional practices are founded on evidence-based research, tempered by experience.
          Classroom teachers are key educators for a student’s literacy and numeracy development.
          Each student has his or her own unique patterns of learning.
          Classroom teachers need the support of the larger community to create a learning environment that supports students with special education needs.
          Fairness is not sameness.
At The Educators Academy, students demonstrate a wide range of learning styles and needs. Teachers plan programs that recognize this diversity and give students performance tasks that respect their particular abilities so that all students can derive the greatest possible benefit from the teaching and learning process. The use of flexible groupings for instruction and the provision of ongoing assessment are important elements of programs that accommodate a diversity of learning needs.
In planning Computer Studies courses for students with special education needs, our teachers begin by examining the current achievement level of the individual student, the strengths and learning needs of the student, and the knowledge and skills that all students are expected to demonstrate at the end of the course, in order to determine which of the following options is appropriate for the student:
v  no accommodations or modifications; or
v  accommodations only; or
v  modified expectations, with the possibility of accommodations; or
v  alternative expectations, which are not derived from the curriculum expectations for a course and which constitute alternative programs and/or courses.
There are three types of accommodations:
·         Instructional accommodations are changes in teaching strategies, including styles of presentation, methods of organization, or use of technology and multimedia.
·         Environmental accommodations are changes that the student may require in the classroom and/or school environment, such as preferential seating or special lighting.
·         Assessment accommodations are changes in assessment procedures that enable the student to demonstrate his or her learning, such as allowing additional time to complete tests or assignments or permitting oral responses to test questions
If the student requires either accommodations or modified expectations, or both, The Educators Academy will take into account these needs of exceptional students as they are set out in the students' Individual Education Plan. Our courses offer a vast array of opportunities for students with special educations needs to acquire the knowledge and skills required for our evolving society. Students who use alternative techniques for communication may find a venue to use these special skills in these courses. There are a number of technical and learning aids that can assist in meeting the needs of exceptional students as set out in their Individual Education Plan.
If a student requires “accommodations only” in French courses, assessment and evaluation of his or her achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the student’s Provincial Report Card will not be checked, and no information on the provision of accommodations will be included.
Program Considerations for English Language Learners
Ontario schools have some of the most multilingual student populations in the world. The first language of approximately 20 per cent of the students in Ontario’s English language schools is a language other than English. In addition, some students use varieties of English – also referred to as dialects – that differ significantly from the English required for success in Ontario schools. Many English language learners were born in Canada and raised in families and communities in which languages other than English were spoken, or in which the variety of English spoken differed significantly from the English of Ontario classrooms. Other English language learners arrive in Ontario as newcomers from other countries; they may have experience of highly sophisticated educational systems, or they may have come from regions where access to formal schooling was limited.
When they start the courses at The Educators Academy, many of these students are entering a new linguistic and cultural environment. All our teachers share in the responsibility for these students’ English-language development. English language learners (students who are learning English as a second or additional language in English-language schools) bring a rich diversity of background knowledge and experience to the classroom. Teachers will find positive ways to incorporate this diversity into their instructional programs and into the classroom environment. It is also important for teachers to find opportunities to bring students’ languages into the classroom, using parents and community members as a resource.
During the start of education at The Educators Academy, English language learners receive support through one of two distinct programs from our teachers who are specialized in meeting their language-learning needs: English as a second language (ESL) and English Literacy Development (ELD)
English as a Second Language (ESL) programs are for students born in Canada or newcomers whose first language is a language other than English, or is a variety of English significantly different from that used for instruction in Ontario schools.
In planning programs for students with linguistic backgrounds other than English, teachers at The Educators Academy recognize the importance of the orientation process, understanding that every learner needs to adjust to the new social environment and language in a unique way and at an individual pace. For example, students who are in an early stage of English-language acquisition may go through a silent period during which they closely observe the interactions and physical surroundings of their new learning environment. They may use body language rather than speech or they may use their first language until they have gained enough proficiency in English to feel confident of their interpretations and responses. Students thrive in a safe, supportive, and welcoming environment that nurtures their self-confidence while they are receiving focused literacy instruction. When they are ready to participate, in paired, small-group, or whole-class activities, some students begin by using a single word or phrase to communicate a thought, while others speak quite fluently.
Responsibility for students’ English-language development is shared by our classroom teacher, our ESL teacher and other staff at The Educators Academy. Sometimes volunteers and peers are helpful in supporting English language learners in the language classroom. Teachers at The Educators Academy adapted the instructional program in order to facilitate the success of these students in their classrooms. Appropriate adaptations include:
·         modification of some or all of the subject expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher;
·         use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, scaffolding; previewing of textbooks, pre-teaching of key vocabulary; peer tutoring; strategic use of students’ first languages);
·         use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and materials that reflect cultural diversity);
·         use of assessment accommodations (e.g., granting of extra time; use of oral interviews, demonstrations or visual representations, or tasks requiring completion of graphic organizers or cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English).
Environmental Education and Computer Studies
There are many opportunities to integrate environmental education into the teaching of computer studies at The Educators Academy. In each of the computer studies courses, the expectations relating to environmental stewardship and sustainability allow students to focus on learning related to critical thinking, citizenship, and personal responsibility. Students analyse the impact of computer use on the environment. Questions about the safe handling and disposal of materials and substances used in computer studies provide students with opportunities to explore how simple human interactions with the environment can have significant consequences. Students are expected to actively engage in developing and implementing strategies to reduce, reuse, and recycle computers, their products, and associated technologies. As well, they research government agencies and community partners who have developed relevant opportunities to support these activities. By identifying and implementing measures to reduce the negative effects of computers on the environment, students contribute to responsible environmental stewardship.
Environmental education can also be integrated into the design of other programming projects, such as simulations that model healthy ecosystems (showing the balance between plants and animals in an enclosed system); or the consequences of an environmental catastrophe such as an oil spill on a coastline (including the speed and depth of the oil spread and the impact of the oil on the area affected); or the social costs and benefits of designing energy-efficient buildings. The dynamic relationships resulting from human interaction with the environment provide a rich context for developing authentic learning activities within computer studies courses.
Anti Discrimination Education
The implementation of antidiscrimination principles in education influences all aspects of school life. It promotes a school climate that encourages all students to work to high standards, affirms the worth of all students, and helps students strengthen their sense of identity and develop a positive self-image. Antidiscrimination education encourages students to think critically about themselves and others in the world around them in order to promote fairness, healthy relationships, and active, responsible citizenship.
The Educators Academy ensures that school-community interaction reflects the diversity in the local community and broader society. Consideration is given to a variety of strategies for communicating and working with parents and community members from diverse groups, in order to ensure their participation in such school activities as parent teacher’s nights and teacher interviews. Families new to Canada, who may be unfamiliar with the Ontario school system, is provided a special outreach and encouragement in order to feel comfortable in their interactions at The Educators Academy.
When planning instructional activities for computer studies, teachers base their decisions on the needs of students, taking into consideration the diversity of their abilities, backgrounds, interests, and learning styles. Participation rates in computer studies tend to be higher for male students than for female students. To encourage greater participation among female students, at The Educators Academy, more projects and activities are offered that have socially meaningful applications. Providing outreach programs and establishing study groups for young women help them to develop greater self-confidence in computer studies. Technology fairs events introduce all students to a wide range of programming and computer-related activities, such as animation and graphical programming, and may encourage an interest in programming.
It is important to have open and frank discussions about the kind of workplace environment students are likely to encounter in the field of computer science. Inviting female and visible minority role models who have had successful careers in computer studies as guest speakers and recruiting female and visible minority senior students at The Educators Academy as mentors enhance the interest and motivation of students for whom computer studies. Also, exploring strategies to enable students with different learning and social styles to work effectively together encourage participation by students whose presence lead to a more inclusive working environment at The Educators Academy.
Literacy, Mathematical Literacy and Inquiry/Research Skills
Literacy, mathematical literacy, and inquiry/research skills are critical to students’ success in all subjects of the curriculum and in all areas of their lives.
At The Educators Academy, many of the activities and tasks that our students undertake in the computer studies curriculum involve the literacy skills relating to oral, written, and visual communication. Computer studies also require the use and understanding of specialized terminology. In our all computer studies courses, students are expected to use appropriate and correct terminology, and are encouraged to use language with care and precision in order to communicate effectively.
At The Educators Academy, our computer studies program also builds on, reinforces, and enhances mathematical literacy. For example, clear, concise communication often involves the use of diagrams, tables, and graphs, and many components of the computer studies curriculum emphasize students’ ability to interpret and use symbols and charts.
Inquiry is at the heart of learning in all subject areas. At The Educators Academy, in all computer studies courses, students are encouraged to develop their ability to ask questions and to explore a variety of possible answers to those questions. As they advance through the grades, they acquire the skills to locate relevant information from a variety of sources, such as books, periodicals, dictionaries, encyclopedia, interviews, videos, and the Internet. The questioning they practised in the early grades becomes more sophisticated as they learn that all sources of information have a particular point of view and that the recipient of the information has a responsibility to evaluate it, determine its validity and relevance, and use it in appropriate ways. The ability to locate, question, and evaluate information allows our students to become an independent and lifelong learner.
The Ontario Skills Passport and Essential Skills
The OSP is a bilingual web-based resource that enhances the relevance of classroom learning for students and strengthens school– work connections. The OSP provides clear descriptions of Essential Skills such as Reading Text, Writing, Computer Use, Measurement and Calculation, and Problem Solving and includes an extensive database of occupation-specific workplace tasks that illustrate how workers use these skills on the job. The Essential Skills are transferable, in that they are used in virtually all occupations. The OSP also includes descriptions of important work habits, such as working safely, being reliable, and providing excellent customer service. The OSP is designed to help employers assess and record students’ demonstration of these skills and work habits during their cooperative education placements. Students can use the OSP to assess, practise, and build their Essential Skills and work habits and transfer them to a job or further education or training.
The skills described in the OSP are the Essential Skills that the Government of Canada and other national and international agencies have identified and validated, through extensive research, as the skills needed for work, learning, and life. These Essential Skills provide the foundation for learning all other skills and enable people to evolve with their jobs and adapt to workplace change.
Career Education
Ongoing discoveries and innovations coupled with rapidly evolving technologies have resulted in an exciting environment at The Educators Academy in which creativity and innovation thrive, bringing about new career opportunities. Today’s employers seek candidates with strong technical skills, critical-thinking and problem-solving skills, and the ability to work cooperatively in a team, traits that are developed through participation in computer studies courses. Computer studies courses enable our students to develop, for example, problem-solving skills, design skills, technical knowledge and skills, and the ability to conduct research, present results, and work on projects both independently and in a team environment.
Cooperative Education and Other Forms of Experiential Learning
Cooperative education and other forms of experiential learning, such as job shadowing, field trips, and work experience, enable students to apply the skills they have developed in the classroom to real-life activities in the community and in the world of business and public service. Cooperative education and other workplace experiences at The Educators Academy help to broaden students’ knowledge of employment opportunities in a wide range of fields, including computer programming, database analysis, computer science, education, computer engineering, software engineering, information technology, and game development. In addition, our students develop their understanding of workplace practices, certifications, and the nature of employer–employee relationships. The Educators Academy teachers support their students’ learning by maintaining links with community-based businesses to ensure that students have access to hands-on experiences that will reinforce the knowledge and skills gained in school. 
Students who choose a computer studies course at The Educators Academy as the related course for two cooperative education credits are able, through this packaged program, to meet the OSSD compulsory credit requirements for groups 1, 2, and 3.
Planning Program Pathways and Programs Leading to a Specialist High Skills Major
At the Educators Academy, Computer Studies courses are well suited for inclusion in Specialist High Skills Majors (SHSMs) or in programs designed to provide pathways to particular apprenticeship, college, university, or workplace destinations. In some SHSM programs, courses in this curriculum can be bundled with other courses to provide the academic knowledge and skills important to particular economic sectors and required for success in the workplace and postsecondary education, including apprenticeship training. Our Computer Studies courses can serve as the in-school link with cooperative education credits that provide the workplace experience required not only for some SHSM programs but also for various program pathways to postsecondary education, apprenticeship training, and workplace destinations.
Health and Safety in Computer Studies
The major health and safety concerns associated with computer use are musculoskeletal injuries (including repetitive strain injuries) and eye strain. Teachers at The Educators Academy, not only ensure that workstations are ergonomically arranged but also encourage students to maintain good posture and to take regular breaks to stand and stretch. It is also important to inform students of the mental and emotional health risks associated with social isolation – a familiar condition among heavy computer users.
Various kinds of health and safety issues can arise when learning involves field trips. Out-of-school field trips can provide an exciting and authentic dimension to students’ learning experiences. They also take the teacher and students out of the predictable classroom environment and into unfamiliar settings. Teachers at Educators Academy preview and plan these activities carefully to protect students’ health and safety
No textbook is required for this course, although the teacher will supply articles for students to read in order to extend their knowledge of the course. Students will be given access to all course material in class and will be given access to computer laboratories during and after class hours in order to continue their learning. Students will also be given access to any system required for the course.

Teaching & Learning Strategies

This course is intended to give high school students a good understanding of application development and best practices around it. Our goal is to keep students engaged and provide them with an understanding of industry standards prior to entering the realm of undergraduate education. Students will have the opportunity to take part in class discussions in regards to the technologies that they will manipulate and develop with. The teacher will demonstrate to students how to setup development environments and will guide students through environment setup. Then students will have the opportunity to take part in student-led assignments and projects. NodeJS will be the language of choice used to guide students through their experiential learning of development methodologies.
The teacher will elaborate on the proper development practices in order to deliver a learning environment consistent with industry practices, enabling students to understand development patterns. The students will be responsible for completing their assignments and homework required for the course. Students will be given the opportunity to direct their own student-led final assignment. This assignment will have students propose a new feature to add to an existing solution that was designed by the teacher. The teacher will either approve or propose an alteration to the feature before students can start working on it. Once the students have determined the feature they want to implement, they will begin working together in groups to develop their feature leveraging the technologies and methodologies learned in class. This project aims specifically to have students develop a set of problem solving skills in regards to development.
It is a common practice in development to give developers access to project management systems, source control, integrated development environments and continuous integration. These are systems that students will have access to in order to develop an application that is using industry practices. With this students will also be using these technologies to help them write and test algorithms.
Students will be continuously assessed through the review of their system tests, their continuous integration environment, and their code. Students will have a major project submission at the end of the course testing their ability to add a single piece of functionality to an already existing system.