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About the course

This course introduces students to computer programming concepts and practices. Students will write and test computer programs, using various problem-solving strategies. They will learn the fundamentals of program design and apply a software development life-cycle model to a software development project. Students will also learn about computer environments and systems, and explore environmental issues related to computers, safe computing practices, emerging technologies, and postsecondary opportunities in computer-related fields.

Introduction to Computer Programming

Course Credit


Course Price

$ 550.00

Course Developer

My Learning Oasis

Prerequisite(s) (Text)


Course Code

Department Head & Contact Information


Course Type


Grade Level

Grade 11

Course Development Date

June 10th, 2021

Course Outline

Programming Concepts and Skills

In this unit students will be introduced to algorithms and mnemonic. They will then explore different data types that are used in different programming softwares. Students will then explore how to write assignment statements and then write codes for simple programs that involve simple calculation. They will explore the use of Boolean Operators. Students will then be introduced to control structures. They will then look at debugging techniques and run the programs written and proper program maintenance techniques.
Expected Hours of Instructions: 30 hours

Software Development

In this unit students will be introduced to the concept of dynamic input and output. They will explore the concept of reusable codes and look at how to implement it using modularity. Students will then develop arrays and add values and remove values from arrays. They will write simple programs to solve simple problems like finding the volume and surface area of a cylinder or the sphere. They will examine how to program mathematical formulae and supply dynamic and static inputs to evaluate the formulae.

Expected Hours of Instructions: 22 hours

Computer Environments and Systems

In this unit students will be introduced to the integrated software development environment and its main components (e.g., source code editor, compiler, debugger). They will investigate the difference between source code and machine code; the difference between an interpreter and a compiler; the difference between the functions of applications, programming languages, and operating systems. Students will look at how the various components of a computer address different parts of a program. They will also explore the various components to determine the specifications necessary to run their programs.

Expected Hours of Instructions: 22 hours

Topics in Computer Science

In this unit students will look at the impact that computers have on the environment. These may include but are not limited to environmental deterioration, environment enhancement (as in contributing to the making of more efficient machines that use fossil fuels, thereby reducing the carbon footprint). Students will explore ways to reduce waste disposal in context. They will explore new research in the areas of computing and the effect they may have on society and the environment. Finally, they will explore job opportunities in the area of computer science.
impact. Students will research the emerging areas in computer science. They will explore job opportunities that can be generated by computer science.

Expected Hours of Instructions: 22 hours


Students will brainstorm to find a project that will involve all of the concepts addressed in this programming project. They will develop a program to demonstrate their learning and present it to the class. This project is worth 15% of the course mark.

Expected Hours of Instructions: 12 hours

This is a proctored exam worth 30% of your final grade.

Expected Hours of Instructions: 2 hours

Total 110 hours


No textbook is required for this course. All notes will be provided. In the event of programming, the students will be required to download a free version of Java or C or C# or C++ for the online classes. For in-class versions, these will be provided by the computer lab.

Overall Curriculum Expectations

A. Programming Concepts and Skills

A1 demonstrate the ability to use different data types in expressions in simple computer programs;
A2 demonstrate the ability to use control structures and simple algorithms in computer programs;
A3 use proper code maintenance techniques and conventions when creating computer programs

B. Software Development

B1 use a variety of problem-solving strategies to solve different types of problems;
B2 design software solutions to meet a variety of challenges, using a set of standards;
B3 design simple algorithms according to specifications;
B4 apply a software development life-cycle model to a software development project.

C. Computer Environments and Systems

C1 demonstrate an understanding of the functions of different types of computer components;
C2 use appropriate file maintenance practices to organize and safeguard data;
C3 use a software development environment to write and run computer programs.

D. Computers and Society

D1 describe computer use policies that promote environmental stewardship and sustainability;
D2 describe and apply procedures for safe computing to safeguard computer users and their data;
D3 explain key aspects of the impact that emerging technologies have on society;.
D4 describe postsecondary education and career prospects related to computer studies.

Special Accommodations

Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate.

These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*). It is likely that IEP for may or all courses will reflect the same accommodations.

The instructions and accommodations are geared to meet the diverse needs of learners. The three types of accommodations that are going to be used are:

i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.
ii) Environmental accommodations - Certain classroom settings and preferential seating may benefit these students.
iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples).

For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.

* Taken from: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades 10 to 12: Computer Studies, 2008 Pg 21-24; Date of extraction: Sunday, March 14, 2021

Program Considerations For English Language Learners

Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English-language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course 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.

Teaching/Learning Strategy

The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution. This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning.

The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other. This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion. The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group. The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members. This Constructivist approach will be further accentuated by implementing “fish-bowling”.

There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and have each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution. Each student in turn does this. The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills. One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture. This cultivates healthy people’s skill, which is not only important for the professional world but for life itself.

Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill.

Assessment And Evaluation

At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies. Concrete assessments are made through projects and assignments.

However, the evaluation is based on “our flavor” of the Mastery Teaching technique. This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations. At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution.

Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application. Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course.

The final grade for this course will be determined as follows: For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement. Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course

Final Exam: 30%
Grading for all course work, projects, presentation, participation, interim quizzes and exams : 70%

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