Introduction to Computer Programming (ISC 3C)

Course Overview

Course Title: Introduction to Computer Programming, Grade 11
Course Code: ISC 3C
Grade: 11
Course Type: College
Credit Value: 1.0
Prerequisite: None required
Department: Computer Studies
Tuition Fee (CAD): $639

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 environment issues related to computers, safe computing practices, emerging technologies, and post secondary opportunities in computer related fields.

Overall Curriculum Expectations

By the end of the course, students will gain proficiency in the following areas:

Programming Concepts and Skills
  • demonstrate the ability to use different data types in expressions in simple computer programs;
  • demonstrate the ability to use control structures and simple algorithms in computer programs;
  • use proper code maintenance and conventions when creating computer programs.

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

Computer Environments and Systems
  • demonstrate an understanding of the functions of different types of computer components;
  • use appropriate file maintenance practices to organize and safeguard data;
  • use a software development environment to write and run computer programs.
Computers and Society
  • describe computer use policies that promote environmental stewardship and sustainability;
  • describe and apply procedures for safe computing to safeguard computer users and their data;
  • explain key aspects of the impact that emerging technologies have on society;
  • describe post-secondary education and career prospects related to computer studies.

Unit Overview

Unit 1: Introduction to Marketing
You will be able to define what marketing is and explain the importance of discovering and satisfying consumer needs and wants. You will know what is required for marketing to occur and how marketing creates value for consumers. You will be able to understand the process by which goods and services are exchanged. Not only will you be able to define the marketing activities, but you will be able to summarize the factors that motivate consumers to purchase a product. Marketing will be looked at from both a profit and a non-profit point of view. You will also be able to explain how marketing affects competition among products, and compare the factors that influence marketing methods and activities in the global economy.
20 hours
Unit 2: The Marketing Mix
You will be introduced to the four P’s of marketing: product, price, promotion, and place. You will be able to identify the components of the product life cycle and explain the stages of product development. Promotional strategies will be investigated for goods, services, and events. You will evaluate the effectiveness of various advertising media and tools. You will also create a variety of print, audio-visual, and electronic promotions.
20 hours
Unit 3: Marketing Research
In this unit you will demonstrate the importance of market research to business, distinguish between primary and secondary data, produce a detailed analysis of current marketing research techniques, and identify tools and techniques that can be used to interpret consumer and market data. Finally you will apply and describe the role of marketing research to your marketing plan.
20 hours
Unit 4: Target Marketing
You will be  introduced to Target Marketing: market segmentation and market factors. You will investigate some of the perils of expanding your business too much and too quickly both domestically and internationally. By the end of this unit you should have a good understanding of the various aspects of target marketing and the parts that comprise this component of a marketing plan.
20 hours
Unit 5: Trends in Marketing
In this unit, you will learn the difference between fads and trends and will come to understand how new technologies have impacted marketing activities both domestically and globally. You will learn about the macro environment as well as how new trends in marketing have affected the job market.
20 hours
Unit 6: Culminating Activity
In this unit you will develop your marketing plan on a chosen product, service, or event. You have learned throughout previous units the various components of a marketing plan and importance of implementing them within your own plan.
10 hours
Total Hours110 hours
Teaching and Learning Strategies

Enthusiastic teachers and instructors bring unique teaching and assessment methods to the classroom because students learn best when they are engaged in a range of different learning techniques. The activities allow students to apply learned concepts to current world social, economic, and environmental issues which impact daily life. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Instructors also inspire students to become successful problem solvers by investigating, providing alternative reasoning and solutions to problems as well as dedicating time and energy to the tasks at hand.

Effective instructional techniques utilize students’ existing knowledge and by capturing their interest and engaging in meaningful participation. Students will be engaged when they are able to see the correlation between the learned concepts and their ability to apply them to the world around them and in real-life situations. Students will have the chance to learn using a wide range of methods which include self-learning, cooperative learning as well as learning through teacher guidance as well has hands-on experiences. The methods and strategies teachers implement will be tailored to the learning requirements and the individual needs of the students. Teachers will achieve effective instruction in an online environment by using videos, interactive animations and virtual labs and discussion forums and video conferencing/live chat.

Individualized Accommodations for Students

Our methodology for student assessment follows the Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010) manual published by the Ontario Ministry of Education. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. Assessment tools are designed to improve student learning which includes descriptive feedback, coaching, observations and self-assessments. In addition, student can be independent and set individual goals, monitor progress against these goals, determine next steps and reflect on their thinking and learning.

For a student with special education needs who requires modified or alternative expectations, assessment and evaluation of his or her achievement will be based on the modified curriculum expectations or alternative expectations outlined in the student’s Individual Education Plan (IEP). Accommodations required to facilitate the student’s learning may be identified by the teacher, however recommendations from a School Board generated in the form of an Individual Education Plan (IEP) should be used, if available. 

For a student with special education needs who requires “accommodations only”, as described in his or her IEP, assessment and evaluation of achievement will be based on the appropriate subject/ grade/course curriculum expectations and the achievement levels outlined in the curriculum documents.

A student’s Individual Education Plan (IEP) describes his or her educational program and any accommodations that may be required. The IEP specifies whether the student requires:
accommodations only; or
modified learning expectations, with the possibility of accommodations;

Assessment accommodations are changes in procedures that enable the student to demonstrate his
or her learning. These may include:
visual supports to clarify verbal instructions, assistive devices, or some form of human support;
alternative methods for the student to demonstrate his or her achievement of expectations (e.g., allowing the student to take tests orally) or the allowance of extra time to complete the assessment;
alternative settings that may be more suitable for the student to demonstrate his or her learning.

If accommodations are required to assess and evaluate student learning, the strategies to be used are outlined in the student’s IEP.
For further details about the different types of accommodations, modified learning expectation and alternative programs please refer to Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010)

Materials Required

Standard Computer Requirements for all courses:
-Processor speed of 2 GHz or faster
-Memory of 4 GB RAM or greater
-A high speed internet connection with a connection speed of 10 MB/s or better.
-Monitor and video card with 1024×768 or greater resolution
-Keyboard and Mouse is recommended
– Microsoft Excel or equivalent
– Microsoft Word or equivalent