Acknowledgements

Saskatchewan Education acknowledges the following members of the ad hoc Reference Committee for their contributions:

Ed Adolph Teacher Regina S.D. #4	Brien Macguire Computer Science Department University of Regina
Karl Germann Graduate student University of Regina	Len Proctor College of Education University of Saskatchewan
Jim Greer Computer Science Department University of Saskatchewan	Ron Provali Teacher/Principal Potashville S.D. #80
Lori Howard Teacher Saskatchewan Rivers S.D. #119	Don Roszell Manager, Information Services Saskatoon S.D. #13
Daryl Koroluk Teacher Saskatoon S.D. #13	Helen Sukovieff Teacher Regina S.D. #4
Jerome Linnell Teacher Estevan S.D. #95	Judi Thomson Computer Science Department University of Saskatchewan
Ron Longhurst Consultant Saskatchewan Rivers S.D. #119

Saskatchewan Education wishes to thank many others who contributed to the development of these guidelines:

• Lynn Anderson, seconded/contracted developer/writer
• various Saskatchewan Education personnel
• field test/pilot teachers
• other field personnel.

This document was completed under the direction of the Science and Technology Unit, Curriculum and Instruction Branch, Saskatchewan Education.

Foreword

Much of the foundation for curriculum renewal in Saskatchewan schools is based on Directions (1984) and subsequent decisions. The excitement surrounding the recommendations for Core Curriculum developments will continue to build as curricula are designed and implemented to prepare students for and in the 21st century.

Computer science, is an elective. It incorporates the Common Essential Learnings and the Adaptive Dimension. In addition, other Core Curriculum initiatives such as Gender Equity, Aboriginal content and perspectives, and Resource-based Learning are also addressed.

As we strive to achieve the goals of computer science education in Saskatchewan schools, much collaboration and cooperation among individuals and groups will be required. Computer science teachers are a key part of the process.

Introduction

Philosophy, Aim, and Goals

The philosophy of computer science education in Saskatchewan is reflected in the program aim and goals. In addition, the philosophy is closely related to the concept of Core Curriculum based on the philosophy of Directions (1984) and the Goals of Education for Saskatchewan.

The main aim of the computer science program is to prepare literate individuals who value computer science and appreciate its role in society. The computer science program is intended to stimulate a spirit of inquiry by developing a variety of problem-solving and decision-making skills and abilities.

The following curriculum goals are intended to provide students with the computer science preparation essential to:

• build students’ skills in and enjoyment of critical thinking, problem solving, and their ability to handle unfamiliar situations. Many objectives related to Critical and Creative Thinking, as a Common Essential Learning (CEL), will be found in these courses;
• enhance students’ technical language skills, with emphasis on interpreting and writing. These skills compliment certain aspects of Language Arts, but focus on the CELs of Communication and Numeracy;
• encourage positive attitudes towards technology, and promote flexibility in students’ responses to technological change. Many aspects of Technological Literacy have a high profile in computer science;
• provide opportunities for students to make creative use of computers. Creativity and design are important concepts and processes in computer science;
• ensure an appropriate foundation of skills and attitudes in students:
  • planning to continue their formal education at the post-secondary level
  • planning to seek jobs involving information technology. Approaches to career development and awareness, transition-to-work considerations,
    Independent Learning, and Personal and Social Values and Skills need to be supported within computer science; and,
• provide sufficient experience that students will become informed consumers of computer services, hardware, and software, and will be aware of the limitations of computer systems. With computers and their influences on society changing rapidly, computer science students must be able to make critical decisions about their and society’s use of computers.

Foundational Objectives

The Foundational Objectives describe the most important understandings and abilities that should be developed over the course of a unit or a year. They define the types of learning related to the goals of a program that may be expected at a particular developmental level or year. They ensure a consistency between the goals of the program and specific curriculum planning. They provide guidance to teachers in unit and yearly planning and should be within the range of abilities of the majority of students.

The Foundational Objectives form the basis for curriculum evaluation.

The Foundational Objectives are listed at the start of the 20 and 30 level course sections and specified in the Units. Common Essential Learnings Foundational Objectives to be emphasized are specified for each Unit, also.

Coding of CELs:

COM  Communication	NUM  Numeracy
CCT  Critical and Creative Thinking	PSVS  Personal and Social Values and Skills
IL  Independent Learning	TL  Technological Literacy

Using the Curriculum Guide

Course Overview

The Computer Science objectives, for reasons of clarity and emphasis, are divided into various topics. These topics include: problem solving, the microcomputer itself (hardware and operating systems), programming, networks, computers and society. Topics for integration include: careers, multimedia, and projects. Many research studies indicate that instruction in computer science should regularly demonstrate its applicability to real life. Therefore, even though the student learning objectives are detailed separately, they are intended to be taught in an integrated fashion. As problem solving is an integral component of computer science, it is to be incorporated throughout the program.

Any single resource will not cover all of the concepts and skills of these curriculum guidelines. Instead, a variety of resources should be employed. From these, select activities and content that coincide with student learning styles, individual teaching styles, and the philosophy of the curriculum. As well, other community resources should be used.

The development and sequencing of the main concepts and ideas should follow a logical progression to show the relationships between the concepts. Teachers should not restrict themselves to using just one instructional strategy when teaching a concept. When choosing among the teaching strategies available, teachers might consider the intellectual aptitude of their students, what they already know about the concept, the nature of the concept, its significance in the structure of the other computer science concepts, and the level of performance expected.

Frequently, there are several appropriate ways to accomplish any particular learning objective. Students should be encouraged to use a variety of approaches and to explain their methods. Through discussions with the teachers and with other students, they gain a better insight into computer science concepts and become better able to use computer science terminology correctly.

Outlines of the topics are presented at the beginning of the 20 and 30 level courses.

Scope and Sequence

The topical scope and sequence gives the reader an overview of the specific objectives as they occur in each of the courses. Depending on the amount of integration, flexibility with the sequence is permitted. Core topics and timelines have been indicated; the choice of optional topics and timelines is a local decision within the 100 instructional hours per credit for each course.

Guide To Using Resource Materials

As was indicated earlier, no single resource matches the Computer Science curriculum. To facilitate a resource-based approach, the use of a variety of resources instead of a single textbook is highly recommended. Some teachers may wish to have their students work in groups of two or three. Multimedia and online resources are recommended. In any case, the approach should coincide with student learning styles and individual teaching styles.

A Resource-based Learning approach requires long-term planning and coordination within a school or school division. In-school administrators, the teacher-librarian, and others need to take an active role to assist with this planning.

Instructional approaches that emphasize group work and develop independent learning abilities make it possible to utilize limited resources in a productive way.