Open, Grade 10, Computer and Information Science, TIK2O

Description of Course:

This course introduces students to computer science concepts. Students will learn about the stages in software design; the fundamental programming constructs of sequence, selection and repetition; the functions of internal and external computer components; the relationship among networks, operating systems, and application software and their uses; and how programming languages evolve. Students will also develop an awareness of computer-related careers.

Pre-Requisite or Co-Requisite:none

Policy Document Reference:Pages 16 – 19, Ministry Document, The Ontario Curriculum Grades 9 and 10, Technological Education, 1999

Textbook(s): none

Unit Titles (With approximate time allotted per unit)

Unit 1: Hardware, Networks, and Software: An Integrated Environment

Unit 2: The Problem Solver

Unit 3: Foundations of Programming I

Unit 4: The Computer and Society

Unit 5: Foundations of Programming II

Unit 6: Putting It All Together

Assessment and Evaluation 

According to Ministry policy, the primary purpose of assessment and evaluation is to improve student learning. It will be based upon the provincial curriculum expectations and the achievement levels outlined in the secondary curriculum policy documents.

Assessment is the process of gathering information from a variety of sources such as assignments, demonstrations, projects, learning skills, etc.

Evaluation is the process of judging the value of the student’s work on the basis of established criteria and assigning a value to represent that quality. The course evaluation is based on the DSBN Subject Council Consistency in Assessment and Evaluation Agreement, 2003-2004. 

Learning Skills               

These skills are supportive of student learning, marks serve another purpose. A student’s ability to work with others, to attend class regularly, to be punctual, and to keep up with the work and maintain an accurate and complete notebook is very important and has an impact on how well a student performs. The report card allows these skills to be recorded for the public record. Therefore, teachers will continue to record information on these skills and assign a value to them for the report card.

Types of Assessment, Evaluation and Activities

·Unit tests

·Homework

·Quizzes

·Assignments

·Projects

·Oral presentations

· 

Reports 

          Term Work Assessment   70%

          Summative Assessment  30%

Assignments & presentations 35%

Tests & Quizzes 35%

Practical Exam 10%

Formal Exam 20%

Specific Course Expectations:

Students should bring the following with them every day:

·3-ring binder containing lined & blank paper with dividers

·Pencil, pen, eraser, ruler

·Myer Student agenda

Students should attempt to fully complete each day’s assigned work and seek extra help with difficult topics.