Progression of Computer Science Teachers Association (CSTA) K-12 Computer Science Standards, Revised 2017

Con Level 1A (Ages 5-7) Level 1B (Ages 8-11) Level 2 (Ages 11-14) Level 3A (Ages 14-16)
Subconcept
cept By the end of Grade 2, students will be able to... By the end of Grade 5, students will be able to... By the end of Grade 8, students will be able to... By the end of Grade 10, students will be able to...
Select and operate appropriate software to
Recommend improvements to the design of Explain how abstractions hide the underlying
perform a variety of tasks and recognize that Describe how internal and external parts of
Devices P1.1 P7.2 P3.3 computing devices, based on an analysis of P4.1 implementation details of computing systems
Computing Systems

users have different needs and preferences for computing devices function to form a system.
how users interact with the devices. embedded in everyday objects.
the technology they use.
Use appropriate terminology in identifying and
Design projects that combine hardware and Compare levels of abstraction and interactions
Hardware & describing the function of common physical Model how computer hardware and software
P7.2 P4.4 P5.1 software components to collect and exchange P4.1 between application software, system software and
Software components of computing systems work together as a system to accomplish tasks.
data. hardware layers.
(hardware).
Determine potential solutions to solve simple Develop guidelines that convey systematic
P6.2 Describe basic hardware and software Systematically identify and fix problems with
Troubleshooting P6.2 hardware and software problems using common P6.2 P6.2 troubleshooting strategies that others can use to
P7.2 problems using accurate terminology. computing devices and their components.
troubleshooting strategies. identify and fix errors.
Model how information is broken down into
Network Evaluate the scalability and reliability of networks,
smaller pieces, transmitted as packets through Model the role of protocols in transmitting
Communication & P4.4 P4.4 P4.1 by describing the relationship between routers,
multiple devices over networks and the Internet, data across networks and the Internet.
Organization switches, servers, topology and addressing.
and reassembled at the destination.
Networks & The Internet

Explain what passwords are and why we use

them, and use strong passwords to protect
P7.3
devices and information from unauthorized
access.
Cybersecurity
Store, copy, search, retrieve, modify, and
P4.2 delete information using a computing device
Storage and define the information stored as data.
Data & Analysis
Discuss real-world cybersecurity problems and
P3.1
how personal information can be protected.
Explain how physical and digital security
P7.2
measures protect electronic information.
Apply multiple methods of encryption to model
P4.4
the secure transmission of information.
Represent data using multiple encoding
P4.0
schemes.
Give examples to illustrate how sensitive data can
P7.2
be affected by malware and other attacks.
Recommend security measures to address various
P3.3 scenarios based on factors such as efficiency,
feasibility, and ethical impacts.
Compare various security measures, considering
P6.3 tradeoffs between the usability and security of a
computer system.
Explain tradeoffs when selecting and implementing
P7.2
cybersecurity recommendations.
Translate between different bit representations of
P4.1 real-world phenomena, such as characters,
numbers and images.

Evaluate the tradeoffs in how data elements are

P3.3
organized and where data is stored.
Collection, Collect data using computational tools and Create interactive data visualizations using software
P7.1 Collect and present the same data in various Organize and present collected data visually to
Visualization & P7.1 P6.3 transform the data to make it more useful and P4.4 tools to help others better understand real-world
P4.4 visual formats. highlight relationships and support a claim.
Transformation reliable. phenomena.
Identify and describe patterns in data Use data to highlight or propose cause-and-effect Create a computational model that represents the
P5.3 Refine computational models based on the
Inference & Models P4.1 visualizations, such as charts or graphs, to P7.1 relationships, predict outcomes, or communicate P4.4 relationships among different elements of data
P4.4 data they have generated.
make a prediction. an idea. collected from a phenomenon or process.
Model daily processes by creating and Compare and refine multiple algorithms for the Create prototypes that use algorithms to solve
P6.3 P4.4 Use flowcharts and/or pseudocode to address
Algorithms P4.4 following algorithms (sets of step-by-step same task and determine which is the most P5.2 computational problems by leveraging prior student
P3.3 P4.1 complex problems as algorithms.
Algorithms & Programming

instructions) to complete tasks. appropriate. knowledge and personal interests

Model the way programs store and manipulate
Variables P4.4 data by using numbers or other symbols to
represent information.
Develop programs with sequences and simple
P5.2
loops, to express ideas or address a problem.
Control
Create clearly named variables that represent Use lists to simplify solutions, generalizing
Create programs that use variables to store and P5.1
P5.2 different data types and perform operations P4.1 computational problems instead of repeated use of
modify data. P5.2
on their values. simple variables.
Justify the selection of specific control structures
Design and iteratively develop programs that
Create programs that include sequences, events, P5.1 when tradeoffs involve implementation, readability,
P5.2 combine control structures, including nested P5.2
loops, and conditionals. P5.2 and program performance and explain the benefits
loops and compound conditionals.
and drawbacks of choices made.
Design and iteratively develop computational
artifacts for practical intent, personal expression, or
P5.2
to address a societal issue by using events to
initiate instructions.

P1. Fostering an Inclusive Computing Culture P3. Recognizing and Defining Computational Problems P5. Creating Computational Artifacts
Practices P7. Communicating About Computing
P2. Collaborating Around Computing P4. Developing and Using Abstractions P6. Testing and Refining Computational Artifacts
 Progression of Computer Science Teachers Association (CSTA) K-12 Computer Science Standards, Revised 2017
Con Level 1A (Ages 5-7) Level 1B (Ages 8-11)
Subconcept
cept By the end of Grade 2, students will be able to... By the end of Grade 5, students will be able to...
Decompose (break down) the steps needed to Decompose (break down) problems into smaller,
P3.2 solve a problem into a precise sequence of P3.2 manageable subproblems to facilitate the
instructions. program development process.
Modularity
Modify, remix or incorporate portions of an
P5.3 existing program into one's own work, to develop
something new or add more advanced features.
Algorithms & Programming
Develop a plan that describes a programs Use an iterative process to plan the development
P5.1 P1.1
sequence of events, goals, and expected of a program by including others' perspectives
P7.2 P5.1
outcomes. and considering user preferences.
Observe intellectual property rights and give
Give attribution when using the ideas and
P7.3 P7.3 appropriate attribution when creating or remixing
creations of others while developing programs.
programs.
Debug (identify and fix) errors in an algorithm Test and debug (identify and fix errors) a
P6.1
Program P6.2 or program that includes sequences and program or algorithm to insure it runs as
P6.2
Development simple loops. intended.
Take on varying roles, with teacher guidance,
when collaborating with peers during the design,
P2.2
implementation and review stages of program
development.
Using correct terminology, describe steps Describe choices made during program
P7.2 taken and choices made during the iterative P7.2 development using code comments,
process of program development. presentations, and demonstrations.
Discuss computing technologies that have
Compare how people live and work before and
changed the world and express how those
P7 after the implementation or adoption of new P7.1
technologies influence, and are influenced by,
computing technology.
cultural practices.
Culture Brainstorm ways to improve the accessibility and
P1.2 usability of technology products for the diverse
Impacts of Computing
needs and wants of users.
Work respectfully and responsibly with others Seek diverse perspectives for the purpose of
Social Interactions P2.1 P1.1
online. improving computational artifacts.
Use public domain or creative commons media
P7.3 and refrain from copying or using material
created by others without permission.
Safety, Law & Ethics Keep login information private, and log off of
P7.3
devices appropriately,
P1. Fostering an Inclusive Computing Culture P3. Recognizing and Defining Computational Problems P5. Creating Computational Artifacts
Practices
P2. Collaborating Around Computing P4. Developing and Using Abstractions P6. Testing and Refining Computational Artifacts
Level 2 (Ages 11-14)
By the end of Grade 8, students will be able to...
Decompose problems and subproblems into
P3.2 parts to facilitate the design, implementation,
and review of programs.
P4.1 Create procedures with parameters to
P4.3 organize code and make it easier to reuse.
Seek and incorporate feedback from team
P2.3
members and users to refine a solution that
P1.1
meets user needs.
P4.2
Incorporate existing code, media, and libraries
P5.2
into original programs, and give attribution.
P7.3
Systematically test and refine programs using
P6.1
a range of test cases.
Distribute tasks and maintain a project
P2.2 timeline when collaboratively developing
computational artifacts.
Document programs in order to make them
P7.2
easier to follow, test, and debug.
Compare tradeoffs associated with computing
P7.2 technologies that affect people's everyday P1.2
activities and career options.
Discuss issues of bias and accessibility in the
P1.2
design of existing technologies.
Collaborate with many contributors through
P2.4
strategies such as crowdsourcing or surveys
P5.2
when creating a computational artifact.
Describe tradeoffs between allowing
P7.2 information to be public and keeping
information private and secure.
Level 3A (Ages 14-16)
By the end of Grade 10, students will be able to...
Decompose problems into smaller components
P3.2 through systematic analysis, using constructs such
as procedures, modules, and/or objects.
Create artifacts by using procedures within a
P5.2 program, combinations of data and procedures, or
independent but interrelated programs.
Systematically design and develop programs for
P5.1 broad audiences by incorporating feedback from
users.
Evaluate licenses that limit or restrict use of
P7.3 computational artifacts when using resources such
as libraries.
Evaluate and refine computational artifacts to make
P6.3
them more usable and accessible.
Design and develop computational artifacts working
P2.4
in team roles using collaborative tools.
Document design decisions using text, graphics,
P7.2 presentations, and/or demonstrations in the
development of complex programs.
Evaluate the ways computing impacts personal,
ethical, social, economic, and cultural practices.
Test and refine computational artifacts to reduce
P1.2
bias and equity deficits.
Demonstrate ways a given algorithm applies to
P3.1
problems across disciplines.
Use tools and methods for collaboration on a project
P2.4 to increase connectivity of people in different
cultures and career fields.
Explain the beneficial and harmful effects that
P7.3
intellectual property laws can have on innovation.
Explain the privacy concerns related to the
P7.2 collection and generation of data through automated
processes that may not be evident to users.
Evaluate the social and economic implications of
P7.3
privacy in the context of safety, law or ethics.
P7. Communicating About Computing