ICS3U - Grade 11 Computer Science (Upgrade)

Grade 11 Computer Science (Upgrade) image
Course Code: ICS3U Course Type: University Preparation Format: Online School Course Prerequisite: Documentation showing you have successfully passed this course before Tuition Fee (CAD): $549 Demo Lesson

Course Description For ICS3U Grade 11 Computer Science (Upgrade) Online Course

ICS3U introduces students to the study of computer science. In this course, students will design software using industry-standard programming tools and applying the software development life-cycle model. As their understanding of the computing environment grows, students will write and use subprograms within computer programs, developing creative solutions for various types of problems. They will also explore environmental and ergonomic issues, emerging research in computer science, and global career trends in related fields.

Summary Of Units And Timelines For Grade 11 Computer Science (Upgrade) ICS3U

Below is the suggested sequence of course unit delivery as well as the recommended number of hours to complete the respective unit. For complete details of targeted expectations within each unit and activity, please see each Unit Overview found in the ICS3U course profile.

Unit OrderUnit NameSuggested Time
Unit 1Computers and Society25 Hours
Unit 2Programming Fundamentals25 Hours
Mid Semester Point
Unit 3Data Structures26 Hours
Unit 4Algorithms & Software Design26 Hours
FinalCourse Summative8 Hours
Total110 Hours

Please be aware that, as per Ministry guidelines, OVS has a mandatory minimum requirement of 11 days enrollment for students to be eligible for a midterm report card and 21 days enrollment to be eligible for a final report card in repeat/upgrade courses.

By the end of this course, students will:

A. Programming Concepts and Skills
A1. Demonstrate the ability to use different data types, including one-dimensional arrays, in computer programs;
A2. Demonstrate the ability to use control structures and simple algorithms in computer programs;
A3. Demonstrate the ability to use subprograms within computer programs;
A4. 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 independently and as part of a team;
B2. Design software solutions to meet a variety of challenges;
B3. Design algorithms according to specifications;
B4. Apply a software development life-cycle model to a software development project.

C. Computer Environments and Systems
C1. Relate the specifications of computer components to user requirements;
C2. Use appropriate file maintenance practices to organize and safeguard data;
C3. Demonstrate an understanding of the software development process.

D. Topics in Computer Science
D1. Describe policies on computer use that promote environmental stewardship and sustainability;
D2. Demonstrate an understanding of emerging areas of computer science research;
D3. Describe post-secondary education and career prospects related to computer studies.

Teachers will bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student. The activities offered should enable students to relate and apply these concepts to the social, environmental, and economical conditions and concerns of the world in which they live. 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. Teachers will help students understand that problem solving of any kind often requires a considerable expenditure of time and energy and a good deal of perseverance. Teachers also will encourage students to investigate, to reason, to explore alternative solutions and to take the risks necessary to become successful problem solvers. Effective instructional approaches and learning activities draw on students’ prior knowledge, capture their interest, and encourage meaningful practise both inside and outside the classroom. Students will be engaged when they are able to see the connection between the scientific concepts they are learning and their application in the world around them and in real-life situations. Due to its importance, students will have opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice. The approaches and strategies teachers use will vary according to both the object of the learning and the needs of the students. Teachers will accomplish this in online environment with the use of: virtual labs, online simulations, animations, videos, discussion forums, live chat and other interactive objects.

As summarized in Growing Success 2010, the primary purpose of assessment and evaluation is to improve student learning. 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. As part of assessment, 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. All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations.

A students’ achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies 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 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
  • 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 school year and at other appropriate points throughout the school year.

The achievement chart outlines four categories of knowledge and skills. They include; knowledge and understanding, thinking, communication and application. Teachers will ensure that student 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. A final grade is recorded for this course, and a credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:

  • Seventy percent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent 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 and administered towards the end of the course.

All students can succeed. Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate. The accommodations required to facilitate the student’s learning can be identified by the teacher, but recommendations from a School Board generated Individual Education Plan (IEP) if available can also be consulted. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.

Examples of accommodations (but not limited to) include:

  • Adjustment and or extension of time required to complete assignments or summative tasks
  • Providing alternative assignments or summative tasks
  • Use of scribes and/or other assistive technologies
  • Simplifying the language of instruction

Teachers will bring additional resources and teaching materials that provide a rich and diverse learning environment. Units in this course profile make specific reference to the intended textbook for this course but can be substituted for any relevant and approved text.

Reference: Computer Studies, The Ontario Curriculum, Grades 10 to 12, 2008 (Revised) Ministry of Education of Ontario

Ontario Secondary School Diploma (OSSD) Requirements for all course.


Frequently Asked Questions

ICS3U is a Grade 11 Computer Science course at a University preparation level.

3U refers to the Grade level of the courses and the pathway. 3 means it is a grade 11 course and U means it is a university preparation course.

Click here for more information on Course Coding System

Prerequisite: Documentation showing you have successfully passed this course before

Click here for more information on Ontario secondary curriculum and their prerequisites

At Ontario Virtual School (OVS) you can complete an online highschool credit courses as quickly as 4 weeks, or take as long as 12 months.

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Sebastian Talavera
Excellent Ministry-Inspected School with certified teachers and very complete courses. Very easy to set up and follow through. Considering the time we are facing, being able to access this platform from everywhere is truly a benefit. Website is easy to navigate and it's impossible to get lost for students, parents and even teachers! 100% Recommended!
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Alex Taylor
I have taken several courses through OVS and each time it has been a very positive experience. The teachers and administrative support staff are always very quick to respond to any emails. The courses themselves are of the highest quality and the site is very user-friendly. I highly recommend OVS to anyone considering taking courses online.
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anne balayboa
I had a really good experience here. The teachers are helpful and the courses are well laid out. Tests and exams are fair. Good place to go if you need to upgrade marks or need a course for university. You have a year to complete a course so you can go at your own pace. I was able to complete 2 courses in 3 months.
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Austin Sung
I had a hard trouble catching up with the coursework at my day school because I had a really mean teacher. This is when I decided to take my courses online. I was really happy with the supportive teachers and ended up with an excellent mark!
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Lisa Marie Dugec
I was having difficulty at school with my time management of schoolwork and my responsibilities outside of school such as sports. My mom and I decided to switch to online schooling through this program and I was able to finish courses with even higher averages because the time I could study and do tests was very flexible. You can go at your own pace and the teachers offer a lot of help, and reply to you very quickly with the best answers to any of your questions. I highly recommend doing your schooling through Ontario Virtual School, I recommended it to my friend and she is doing great in her functions course as well! I’d recommend it to any athletes or anyone that has certain responsibilities outside of school because you can accommodate it to your schedule, and you have a longer time period to finish the course!
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Alexander Turner
The Ontario Virtual School thoroughly exceeded my expectations. The online course including videos, explanations and assignments were organized and well prepared. My experience with the teacher and staff were also exceptional - the support I received was immediate and outstanding. I would recommend OVS to anyone looking to complete a high school course online.