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Course Profile
Computer and Information Science, Grade 11, University/College
Preparation, Catholic and Public
Course Overview
Course Profiles
are professional development materials designed to help teachers implement the
new Grade 11 secondary school curriculum. These materials were created by
writing partnerships of school boards and subject associations. The development
of these resources was funded by the Ontario Ministry of Education. This
document reflects the views of the developers and not necessarily those of the
Ministry. Permission is given to reproduce these materials for any purpose
except profit. Teachers are also encouraged to amend, revise, edit, cut, paste,
and otherwise adapt this material for educational purposes.
Any
references in this document to particular commercial resources, learning
materials, equipment, or technology reflect only the opinions of the writers of
this sample Course Profile, and do not reflect any official endorsement by the
Ministry of Education or by the Partnership of School Boards that supported the
production of the document.
© Queen’s
Printer for
This
profile was a collaborative effort of the Institute for Catholic Education
(ICE) and the Halton District School Board.
Public
School Board Writing Team - Grade 11 Computer and Information Science
Lead
Board
Hans
van Wijk , Project Manager
Course
Profile Writing Team - Public
Mark
Richardson, Halton District School Board (Lead Writer)
Jaye
Herbert,
Dan
Visentin,
Local
Reviewers
Angela
Elksnitis,
Derek
Murphy - Industry
Catholic
School Board Writing Team - Grade 11 Computer and Information Science
Lead
Board
Denise
Panunte, Project Manager
Course
Profile Writing Team - Catholic
Roy
Parteno, Dufferin-Peel Catholic District School Board (Lead Writer)
Kirstine
Fenwick,
Greg
Rodrigo,
Local
Reviewers
Sandy
Graham,
Rosaria
Kalino,
Carmen
Leith Dufferin- Peel Catholic District School Board (retired)
Chris
Stephenson, Association of Computer Studies Educators
Course
Overview
This
course helps students examine computer science concepts. Students outline
stages in software development, define standard control and data structures,
identify on- and off-line resources, explain the functions of basic computer
components, and develop programming and problem-solving skills using operating
systems and implementing defined practices. As well as identifying careers in
computer science, students develop an understanding of the ethical use of
computers and the impact of emergent technologies on society.
The
Computer and Information Science program in the Catholic faith community
enables young adults to develop and utilize their gifts and resources in
finding solutions that benefit others in ways that model Gospel values. The
curriculum focus enables students to be critical thinkers and innovative
problem solvers and analyse the use of resources while understanding the
implications of technological innovations. Emphasis on process and results
ensures students apply skills and knowledge when providing services and
recognize our God-given responsibility to respect the dignity and value of the
individual and the protection of the environment. Computer technology has an
ever-increasing effect upon society (e.g., the digital divide: the division of
groups in society based upon the access to information that further
disadvantages the poor). It is important for young Catholics to reflect upon and
examine the potential of technology to affect lives.
Over
the past ten years, there has been an effort to increase enrollment 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
Computer and Information Science Grade 11 course prepares students for College
and 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 Computer
and Information Science or Computer Engineering and have been introduced to
basic programming concepts and structures. For others, it is the first Computer
and Information Science 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.
|
Unit 1 |
Working in the Computing Environment |
12 hours |
|
Unit 2 |
Beginning to Program |
25 hours |
|
* Unit 3 |
Problem Solving with Procedures and Functions |
18 hours |
|
Unit 4 |
Information Storage and Related Issues |
12 hours |
|
* Unit 5 |
Using Data Structures |
18 hours |
|
Unit 6 |
Putting It All Together |
25 hours |
|
|
TOTAL |
110 hours |
* These
units are fully developed in this Course Profile.
Time: 12 hours
Unit
Description
This unit
focuses on basic computer and information science skills. Students identify
hardware components, research ergonomic considerations, practise file
management skills, access resources through local and wide area networks, and
research the evolution of programming languages. They develop skills for success
in the computer and information science environment. Students focus on the
Computer and Information Science environment; students also examine respect for
the environment and wise use of resources from a Catholic perspective.
Unit Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
1 |
TFV.05, TF3. 01, TF3.02; CGE7i |
C; K/U |
What’s in the Lab? |
|
2 |
TF3.02, ICV.01, ICV.02, IC1.01, IC1.05; CGE1d, 7i |
K/U; C; A; T/I |
Comfortable Computing |
|
3 |
TF3.03, SPV.04, SP3.01, SP3.02, SP3.05; CGE2b |
C; A |
Computer Survival Skills |
|
4 |
SP1.01, SP1.08, SP2.08, SP3.03, SP3.04, IC1.03; CGE2b, 4f |
T/I; A; K/U |
Information Management Case Study |
|
5 |
TF2.11, TF2.15; CGE7g |
C; K/U |
History of Programming |
K/U =
Knowledge/Understanding C
= Communication
T/I =
Thinking/Inquiry A
= Application
Time: 25 hours
Unit Description
This unit
focuses on basic programming structures. Students write simple programs, using
variable assignment, repetition, and decision structures, and develop effective
testing, validating, and documenting skills. They also explore roles of
effective communicators and reflective thinkers when following a problem-solving
model (e.g., user inputs a series of marks, each value is validated, the
average is calculated, and a grade is assigned).
Unit
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
1 |
TF1.01, TF2.01, TF2.02, TF2.10, SPV.01, SP2.01, SP2.11, SP2.13, SP2.15; CGE2f |
K/U; C; A; T/I |
Input and Data Storage in Simple Programs |
|
2 |
TF2.02, TF2.03, TF2.10, SPV.02, SP1.02, SP2.09, SP2.10, SP2.13; CGE3c |
K/U; C; A; T/I |
IPO (Input, Processing, Output) in Program Format |
|
3 |
TF2.06, SP2.04, SP2.07; CGE3c |
C; A |
Introducing Selection |
|
4 |
TF1.07, TF2.06, TF2.14, SP2.04, SP2.07C; GE4b |
C; A |
Introducing Repetition |
|
5 |
TF2.04, SP1.05, SP2.04, SP2.07; CGE3c |
C; A; T/I |
Combining Selection and Repetition |
|
6 |
TF1.05, SPV.02, SP2.12, SP2.14; CGE4f |
K/U; A; T/I |
Program De-bugging, Verification, and Documentation |
|
7 |
TF2.04, SP1.05, SP2.04, SP2.07; CGE4d, 5a |
C; A |
Team Programming Project |
Time: 18 hours
Unit
Description
This
unit focuses on program modularity and career exploration. Students write
programs using existing sub-programs and then progress to writing programs
including their own sub-programs. They also explore careers in computer studies
and develop skills in program modularity (e.g., a program to encrypt/decrypt a
passage of text using substitution encoding). Students complete a reflection on
work and on the Laborem Exercens
encyclical.
Unit
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
1 |
TFV.02, TF1.03; CGE7a |
K |
The Software Development Process |
|
2 |
TF2.07, SP2.05; CGE2b |
K; I |
Investigating Math and Text Subroutines |
|
3 |
SP2.06, SP1.09, TF2.08, TF2.09 |
K; I; A |
Defining Our Own Subroutines |
|
4 |
ICV.03, IC1.06, IC2.01, IC2.02, IC2.03; CGE5b |
K; I |
Exploring Careers in Computing |
|
5 |
SPV.01, SP2.06; CGE2b, 5a |
I; C; A |
Programming with Subroutines |
|
6 |
CGE1g, 2b, 4g, 5b, 5d |
K; I; C; A |
Reflecting on Work |
Time: 12 hours
Unit
Description
This unit
focuses on data storage and manipulation. Students examine issues surrounding
privacy, security, and ethical use of information. They also write programs
that input data from existing files, process the data, and create files for
external data storage, following an appropriate problem-solving model (e.g.,
Create a data file containing employee information including hours worked and
rate of pay. Read from the file, compute, display, and write to a new file the
gross pay for each employee.).
Unit
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
1 |
IC1.02; CGE1d, 7e |
C |
Information Impact |
|
2 |
TFV.01, TF1.02, TF1.04; CGE2b |
C; T/I |
Choosing Your Tools |
|
3 |
SP2.17, SP2.18; CGE1d, 2e |
A |
Reading Data Files |
|
4 |
SP2.17, SP2.18; CGE1d, 2e |
A |
Creating Data Files |
Time: 18 hours
Unit Description
This unit
focuses on the programming techniques required to store and manipulate data and
to solve problems through the development of a database. Each activity develops
knowledge and skills that students apply in the culminating challenge of this
unit: to develop a database for a school team (e.g., the hockey team or similar
organization, consisting of personal data such as player name, position played,
jersey number, phone number, goals, and assists). Students examine the
structuring of one- and two-dimensional arrays and how data is represented and
stored in these structures. They write programs that create lists and tables of
data, manipulate the data, and output the result. Sorting and searching
techniques are also applied.
Unit
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
1 |
TFV.03, TF2.05; CGE4f |
C; K/U |
Examining Data Structures |
|
2 |
SP1.03, SP2.02, SP2.10, SP2.14, SP2.15, SP2.16; CGE7h |
K/U; A |
Data in Lists |
|
3 |
SP1.03, SP2.02, SP2.03, SP2.10, SP2.14, SP2.15; CGE5a |
K/U; A |
Relating Lists |
|
4 |
TFV.03, TF2.05, SP1.03, SP2.02, SP2.10, SP2.14, SP2.15; CGE5e |
K/U; A |
Data in Tables |
|
5 |
SP1.07, SP2.02, SP2.10, SP2.14, SP2.15, SP2.16; CGE3c |
A |
Sorting Data |
|
6 |
SP2.02, SP2.10, SP2.14, SP2.15, SP2.16; CGE7h |
A |
Searching Lists and Tables |
Time: 25 hours
Unit
Description
This unit
is the culminating challenge for applying knowledge and skills in an integrated
and meaningful task. Students follow the software design life cycle to find the
best solution to a challenge (e.g., a movie reservation system), demonstrating
the mastery of course expectations. The teacher should choose the challenge
with students to allow students to express their creativity while at the same
time demonstrating knowledge and skills. Students examine the effect and
influence on society of emergent technologies.
Unit
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
1 |
SP1.04; CGE3b |
A |
Defining the Problem |
|
2 |
TFV.04, TF1.06, TF2.13, SP1.04; CGE3c,4f |
K/U; A; T/I |
Developing a Plan |
|
3 |
TF2.12, SPV.03, SP1.04; CGE3c |
A; T/I |
Creating a Solution |
|
4 |
SPV.03, SP1.04; CGE4d |
A |
Evaluating the Solution |
|
5 |
SPV.03, IC1.04; CGE2c |
A; C |
Communicating the Results |
Teaching
a course in a computer lab is a unique experience as compared to teaching in a
classroom. Teaching strategies should include plans to balance computer usage
and group instruction and means to make sure that attention is paid to the
discussion (e.g., turning computer monitors off during discussions).
A variety
of teaching and learning strategies are used, including:
Brainstorming: expressing initial ideas with neither criticism
nor analysis, e.g., problem-solving discussion in the problem definition and
analysis phases of the software life cycle;
Collaborative/Cooperative: small-group learning providing high
levels of engagement and interdependence (e.g., students working as a team to
develop components of a computer program);
Conferencing: student-to-student discussion;
Software Life Cycle Design Process: problem-solving approach using a
prescribed series of steps;
Computer-based Tutorials/Exploration
Activities: use of
installed and networked resources, open-ended explorations, and computer
projectors, allowing students to work as the teacher demonstrates;
Independent Study: exploring and researching a topic of interest;
Programming: developing software solutions;
Computer Research: using on- and off-line resources;
Report/Presentation: presenting research topics to the
class using electronic media;
Conflict Resolution: resolving differences in an
appropriate manner;
Whole Group Instruction: teacher-led instruction to introduce
new concepts on skill building.
Students are provided with opportunities to demonstrate
the highest level of their achievement of the expectations in the four
achievement categories. The weighting of the categories should comply with the
board or school plan.
The
weighting applies to evaluations conducted throughout the course (70%) and the
final evaluation (30%). The assessment and evaluation for Unit 6 is intended to
be counted as final evaluation in addition to a final exam. Application of
knowledge skills is a key component of a Computer and Information Science
course. A part of the final unit is a joint student/teacher-designed final
programming project that brings together many expectations of the course.
Students use the software design life cycle to define the solution, analyse
needs, plan a solution, and implement and test the solution. This final project
is a chance for students to demonstrate the application of acquired knowledge
and skills and to use thinking and inquiry skills in the problem-solving
process. Sample final projects are: a movie reservation system, a graphics- or
text-based game, a programmed tutorial on a computer or non-computer topic, a
simulated banking system, and a program designed for a school function, such as
event scheduling or a student council record-keeping system.
Expectations
are listed in the first unit where they apply. Some expectations are repeated
in subsequent units/activities where appropriate.
Students
are assessed and evaluated using the following strategies:
Diagnostic: at the beginning of a term, a unit of study, or
whenever information about prior learning is useful.
·
unit
pre-tests;
·
skill
inventory.
Formative: during learning, ongoing feedback to students of
their strengths, weaknesses, and achievement of the expectations.
·
communication
through journals;
·
self-assessment
rubrics;
·
checklists
for programming problems;
·
student/teacher
conferencing;
·
observation;
·
peer
assessment rubrics;
·
quizzes;
·
anecdotal
comments with suggestions for improvement.
Summative: at the end of a
learning process.
·
classroom
presentations;
·
quizzes,
tests, unit tests, final exam;
·
assignments
and projects evaluated using rubrics;
·
culminating
challenges.
The following are strategies used in the units,
more accommodations are included with specific activities:
·
referencing
and inclusion of recommendations from students’ OSRs, IPRCs, and IEPs;
·
providing
adaptive hardware devices (e.g., large screen monitors, larger fonts, special
keyboards);
·
providing
appropriate environmental accommodations for students with physical
disabilities;
·
conferencing
with Special Education staff and students to discuss modification and
accommodation and to ensure physical aspects of the environment meet the needs
of students and the program;
·
providing
word lists, glossaries, definition of terms, and visuals if available;
·
grouping
weaker students with stronger students to assist in instructional remediation
and to provide further challenge;
·
allowing
more time to organize and complete assignments;
·
providing
a choice of assignment formats where possible;
·
selecting
problems that involve programming topics familiar to students to ensure better
understanding of requirements (e.g., a student who plays basketball writes a
program that keeps basketball statistics);
·
providing
additional materials to reinforce or extend learning;
·
providing
opportunities for students requiring enhancement of program;
·
using
visual and audio-visual aids;
·
adjusting
expectations for written work and number of assignments required;
·
providing
for alternative displays of achievement (e.g., oral testing, taped answers, and
scribing for students with writing difficulties);
·
providing
clarification to students of assessment/evaluation tools such as rubrics and
checklists;
·
selecting
groups of varied or similar abilities and skills as appropriate to the
activity;
·
providing
of advanced tutorials and challenges for students with programming experience.
The
following are resources used in many activities; other resources are included
with specific activities.
Note: The URLs for the websites have been verified by
the writer prior to publication. Given the frequency with which these
designations change, teachers should always verify the websites prior to
assigning them for student use.
Hume,
J.N.P. Problem Solving and Programming in
Turbo Pascal.
Hume,
J.N.P. Problem Solving and Programming in
Turing.
Wright,
Peter. Peter Wright’s Beginning Visual
Basic 6.0.
ISBN 1-861001-05-3
Carter,
John. Problem Solving in Pascal.
pp. 343, 350. ISBN 0-201-11215-9
Turing
programming language information and resources
http://www.holtsoft.com
http://rs6000.georgianc.on.ca/~rodrigo/turing/
Visual
Basic language information and resources
http://www.dcs.napier.ac.uk/hci/VB50/home.html
http://www.vbexplorer.com/
Pascal
programming language information and resources
http://www8.silversand.net/techdoc/pascal/paslist.htm
Qbasic programming language information and
resources
http://www.astentech.com/tutorials/QBasic.html
Website
Development Process
http://www.stratfordinternet.com/process.htm
Careers
and Career Planning
Human
Resources Development
Career
Planning from Yahoo! Canada –
http://ca.yahoo.com/Regional/Countries/Canada/Education/Career_and_Vocational/Career_Planning/
Monster.ca
– http://www.monster.ca
Workopolis
(Globe and Mail Careers) – http://globecareers.workopolis.com/
Government
of Ontario Training and Jobs website –
http://www.edu.gov.on.ca/eng/training/training.html
Sympatico.ca’s
Careers page – http://www1.sympatico.ca/Contents/Careers/
htc
Computer
Technology News
Wired
News – http://www.wired.com
ZDNet
– http://www.zdnet.com
TechWeb
– http://www.techweb.com
cnet –
http://news.cnet.com
Postsecondary
Education
Government of Ontario Post-secondary website –
http://www.edu.gov.on.ca/eng/general/postsec/postsec.html
The
Grade 11 Computer and Information Science course may be used as a compulsory
credit
(“1 additional credit in science [Grade 11 or Grade 12] or technological
education credit [Grades 9-12]”
The
curriculum emphasizes theory and concrete applications. Teaching/learning
strategies and accommodations are selected to meet the needs of all students.
Anti-discrimination education, accommodations for exceptional students, career
goals/cooperative education, , and community partnerships are addressed in the
course. These inclusions support the policies in Ontario Secondary Schools, Grades 9 to 12: Program and Diploma
Requirements, 1999. Career exploration throughout all units is available in
reference to Choices Into Action:
Guidance and Career Education Program Policy for Elementary and Secondary
Schools, 1999.
Coded
Expectations, Computer and Information Science, Grade 11, University/College
Preparation, ICS3M
TFV.01 · describe at least two problem-solving
models;
TFV.02 · identify the stages in the software
development process (problem definition, analysis, design, implementation,
testing, and maintenance);
TFV.03 · explain standard control and data structures
used in computer programs;
TFV.04 · identify on-line and off-line resources;
TFV.05 · explain the functions of basic computer
components.
Problem
Solving, Logic, and Design
TF1.01 – define problems by identifying the expected
output and necessary user input;
TF1.02 – evaluate the usefulness of available
software tools in a problem-solving situation, using criteria such as ease of
use and time required for processing;
TF1.03 – describe the steps in the software
development process and their importance in the development of large programs
or applications;
TF1.04 – explain different problem-solving models
(e.g., top-down, bottom-up) that can be used to create a computer program;
TF1.05 – determine the level of error checking
required for given problems;
TF1.06 – identify the possibilities and limitations
of proposed designs;
TF1.07 – document for the user the potential and
limitations of programs.
Programming
Concepts
TF2.01 – describe the characteristics of integer,
real, character, and Boolean data types;
TF2.02 – define constants, variables, expressions,
and assignment statements;
TF2.03 – describe the order in which arithmetic and
logical operations are performed;
TF2.04 – explain the use of Boolean operators in
compound expressions;
TF2.05 – define the structure of one- and
two-dimensional arrays and associated concepts (e.g., subscripts, elements,
bounds);
TF2.06 – explain the purpose of selection and
repetition structures, and how they are expressed in a programming language;
TF2.07 – describe the purpose of functions and
procedures, and how they are expressed in a programming language;
TF2.08 – describe parameter passing and scope;
TF2.09 – identify differences between local and
global variables;
TF2.10 – identify differences among logic, runtime,
and syntax errors;
TF2.11 – describe the evolution of programming
languages (e.g., machine, assembly, high-level, 4GL);
TF2.12 – evaluate available on-line resources such as
“readme” files, help files, and “frequently asked questions” files;
TF2.13 – evaluate available off-line resources such
as user manuals and reference manuals;
TF2.14 – explain the importance of external and
internal documentation and programming style;
TF2.15 – identify common acronyms used in the
computing industry.
Hardware,
Interfaces, and Networking Systems
TF3.01 – describe the function and
location of the basic components of a computer (e.g., motherboard, CPU, I/O
devices, memory);
TF3.02 – identify common computer
peripheral devices (e.g., mouse, keyboard, screen, printer, multimedia devices)
and their primary functions;
TF3.03 – explain differences among software for
systems, applications, and programming.
SPV.01 · develop effective programs by following the
steps in the software design process;
SPV.02 · use defined programming practices (e.g.,
headers, indentation, internal documentation, informative variable names);
SPV.03 · produce appropriate internal and external
documentation;
SPV.04 · properly use an operating system, including
a network.
Problem
Solving, Logic, and Design
SP1.01 – resolve ambiguities and missing information
in problem statements;
SP1.02 – use the input, process, and output model to
solve problems;
SP1.03 – select suitable data structures to represent
information;
SP1.04 – develop and maintain a project plan that
covers all aspects of the development process for a computer program;
SP1.05 – develop appropriate algorithms in text or
diagram form to solve problems and verify solutions;
SP1.06 – produce user-friendly input and output
forms;
SP1.07 – solve the same problem using various tools
(e.g., a calculator and a computer program, a sort program and a
spreadsheet/database/word processor sort function);
SP1.08 – verify solutions to problems;
SP1.09 – incorporate modularity into the design
process.
Programming
Practices
SP2.01 – use constants, variables, expressions, and
assignment statements to store and manipulate numeric, character, and logical
data in programs;
SP2.02 – incorporate one-dimensional and
two-dimensional arrays into computer programs;
SP2.03 – write programs that use related arrays to
store and extract data;
SP2.04 – use selection structures, counted and
conditional loops, and nested selection and loop structures;
SP2.05 – manipulate numbers and text using built-in
subroutines;
SP2.06 – write subroutines that pass parameters and
use local and global variables;
SP2.07 – implement a program design using sequence,
selection, and repetition structures;
SP2.08 – use on-line and off-line reference materials
effectively;
SP2.09 – adhere to defined programming style,
including naming conventions for variables and subroutines, indentation, and
spacing;
SP2.10 – incorporate and maintain internal
documentation to a specific set of standards, including author, date, file
name, purpose, and explanatory comments of major statement groups;
SP2.11 – develop external documentation (including
pseudocode, diagrams, and charts) to summarize the design;
SP2.12 – test completed programs with a full range of
valid data to ensure that all components work as expected;
SP2.13 – interpret errors during testing and program
execution;
SP2.14 – trace program execution using manual methods
and software debugging tools;
SP2.15 – identify and correct logic, runtime, and
syntax errors in programs;
SP2.16 – use linear searches and simple sort routines
in programs;
SP2.17 – write programs that access sequential files;
SP2.18 – perform peer evaluations of internal
documentation and programming style.
Hardware,
Interfaces, and Networking Systems
SP3.01 – use an operating system to perform tasks
such as managing files and configuring hardware;
SP3.02 – use built-in networking functions such as
shared files and input/output devices;
SP3.03 – use common Internetworking services to
access and navigate global information resources;
SP3.04 – develop computer resources to share
information globally or locally;
SP3.05 – implement a comprehensive backup strategy
for files.
ICV.01 · explain issues related to the ethical use of
computers;
ICV.02 · describe emergent technologies and their
impact on society;
ICV.03 · identify information systems and computer
science career paths, and their educational requirements.
Effects
of Information Technology
IC1.01 – explain how the pervasiveness of computer
technology affects daily life;
IC1.02 – describe how information is gathered using
computers and how this can affect peoples’ privacy and right to information;
IC1.03 – identify a number of available sources of
career and educational information using networks and evaluate their
reliability and accuracy;
IC1.04 – describe, using presentation software,
emergent technologies and their potential influence on society;
IC1.05 – use appropriate strategies to avoid
potential health and safety problems associated with computer use, such as
musculo-skeletal disorders and eye strain;
IC1.06 – explain the importance to identifying career
paths of keeping up to date on current articles and thought on computer
technology.
Postsecondary
Education and Career Opportunities
IC2.01 – identify postsecondary educational
opportunities leading to careers in information systems and computer science,
and report on their entry requirements;
IC2.02 – identify which careers require computer
expertise, using local or national media;
IC2.03 – identify opportunities for apprenticeship
training and co-op programs.
Ontario
Catholic School Graduate Expectations
The graduate is expected to be:
A Discerning Believer Formed in the Catholic
Faith Community who
CGE1a -illustrates a basic understanding of the saving story of our Christian faith;
CGE1b -participates in the sacramental life of the church and demonstrates an understanding of
the centrality of the Eucharist to our Catholic story;
CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops attitudes and values founded on
Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands that one’s purpose or call in life comes from God and strives
to discern and live out this call throughout life’s journey;
CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;
CGE1i -integrates faith with life;
CGE1j -recognizes that “sin, human weakness,
conflict and forgiveness are part of the human journey” and that the cross, the
ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)
An Effective Communicator who
CGE2a -listens actively and critically to
understand and learn in light of gospel values;
CGE2b -reads, understands and uses written
materials effectively;
CGE2c -presents information and ideas clearly and
honestly and with sensitivity to others;
CGE2d -writes and speaks fluently one or both of
Canada’s official languages;
CGE2e -uses and integrates the Catholic faith
tradition, in the critical analysis of the arts, media, technology and
information systems to enhance the quality of life.
A Reflective and Creative Thinker
who
CGE3a -recognizes there is more grace in our world
than sin and that hope is essential in facing all challenges;
CGE3b -creates, adapts, evaluates new ideas in
light of the common good;
CGE3c -thinks reflectively and creatively to
evaluate situations and solve problems;
CGE3d -makes decisions in light of gospel values
with an informed moral conscience;
CGE3e -adopts a holistic approach to life by
integrating learning from various subject areas and experience;
CGE3f -examines, evaluates and applies knowledge
of interdependent systems (physical, political, ethical, socio-economic and
ecological) for the development of a just and compassionate society.
A Self-Directed,
Responsible, Life Long Learner who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes initiative and demonstrates Christian
leadership;
CGE4d -responds to, manages and constructively
influences change in a discerning manner;
CGE4e -sets appropriate goals and priorities in
school, work and personal life;
CGE4f -applies effective communication,
decision-making, problem-solving, time and resource management skills;
CGE4g -examines and reflects on one’s personal
values, abilities and aspirations influencing life’s choices and opportunities;
CGE4h -participates in leisure and fitness
activities for a balanced and healthy lifestyle.
A Collaborative Contributor
who
CGE5a -works effectively as an interdependent team
member;
CGE5b -thinks critically about the meaning and
purpose of work;
CGE5c -develops one’s God-given potential and
makes a meaningful contribution to society;
CGE5d -finds meaning, dignity, fulfillment and
vocation in work which contributes to the common good;
CGE5e -respects the rights, responsibilities and
contributions of self and others;
CGE5f -exercises Christian leadership in the
achievement of individual and group goals;
CGE5g -achieves excellence, originality, and
integrity in one’s own work and supports these qualities in the work of others;
CGE5h -applies skills for employability,
self-employment and entrepreneurship relative to Christian vocation.
A Caring Family Member
who
CGE6a -relates to family members in a loving,
compassionate and respectful manner;
CGE6b -recognizes human intimacy and sexuality as
God given gifts, to be used as the creator intended;
CGE6c -values and honours the important role of
the family in society;
CGE6d -values and nurtures opportunities for
family prayer;
CGE6e -ministers to the family, school, parish,
and wider community through service.
A Responsible Citizen who
CGE7a -acts morally and legally as a person formed
in Catholic traditions;
CGE7b -accepts accountability for one’s own
actions;
CGE7c -seeks and grants forgiveness;
CGE7d -promotes the sacredness of life;
CGE7e -witnesses Catholic social teaching by
promoting equality, democracy, and solidarity for a just, peaceful and
compassionate society;
CGE7f -respects and affirms the diversity and
interdependence of the world’s peoples and cultures;
CGE7g -respects and understands the history, cultural
heritage and pluralism of today’s contemporary society;
CGE7h -exercises the rights and responsibilities
of Canadian citizenship;
CGE7i -respects the environment and uses
resources wisely;
CGE7j -contributes to the common good.