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...
1A-CS-01 Select and operate appropriate software to 1B-CS-01 Describe how internal and external parts of 2-CS-01 Recommend improvements to the design of 3A-CS-01 Explain how abstractions hide the
Computing Systems

perform a variety of tasks, and recognize that users computing devices function to form a system. (P7.2) computing devices, based on an analysis of how users underlying implementation details of computing
Devices
have different needs and preferences for the interact with the devices. (P3.3) systems embedded in everyday objects. (P4.1)
technology they use. (P1.1)
1A-CS-02 Use appropriate terminology in identifying 1B-CS-02 Model how computer hardware and 2-CS-02 Design projects that combine hardware and 3A-CS-02 Compare levels of abstraction and
Hardware &
and describing the function of common physical software work together as a system to accomplish software components to collect and exchange data. interactions between application software, system
Software
components of computing systems (hardware). (P7.2) tasks. (P4.4) (P5.1) software, and hardware layers. (P4.1)
1A-CS-03 Describe basic hardware and software 1B-CS-03 Determine potential solutions to solve 2-CS-03 Systematically identify and fix problems with 3A-CS-03 Develop guidelines that convey systematic
Troubleshooting problems using accurate terminology. (P6.2, P7.2) simple hardware and software problems using computing devices and their components. (P6.2) troubleshooting strategies that others can use to
common troubleshooting strategies. (P6.2) identify and fix errors. (P6.2)
1B-NI-04 Model how information is broken down into 2-NI-04 Model the role of protocols in transmitting 3A-NI-04 Evaluate the scalability and reliability of
Network
smaller pieces, transmitted as packets through multiple data across networks and the Internet. (P4.4) networks, by describing the relationship between
Communication &
devices over networks and the Internet, and routers, switches, servers, topology, and addressing.
Organization
Networks & The Internet

reassembled at the destination. (P4.4) (P4.1)

1A-NI-04 Explain what passwords are and why we 1B-NI-05 Discuss real-world cybersecurity problems 2-NI-05 Explain how physical and digital security 3A-NI-05 Give examples to illustrate how sensitive
use them, and use strong passwords to protect devices and how personal information can be protected. (P3.1) measures protect electronic information. (P7.2) data can be affected by malware and other attacks.
and information from unauthorized access. (P7.3) (P7.2)
2-NI-06 Apply multiple methods of encryption to 3A-NI-06 Recommend security measures to address
model the secure transmission of information. (P4.4) various scenarios based on factors such as efficiency,
Cybersecurity feasibility, and ethical impacts. (P3.3)
3A-NI-07 Compare various security measures,
considering tradeoffs between the usability and
security of a computing system. (P6.3)
3A-NI-08 Explain tradeoffs when selecting and
implementing cybersecurity recommendations. (P7.2)
1A-DA-05 Store, copy, search, retrieve, modify, and Continuation of standard 1A-DA-05 2-DA-07 Represent data using multiple encoding 3A-DA-09 Translate between different bit
delete information using a computing device and define schemes. (P4.0) representations of real-world phenomena, such as
the information stored as data. (P4.2) characters, numbers, and images. (P4.1)
Storage
Data & Analysis

3A-DA-10 Evaluate the tradeoffs in how data

elements are organized and where data is stored.
(P3.3)
Collection, 1A-DA-06 Collect and present the same data in 1B-DA-06 Organize and present collected data 2-DA-08 Collect data using computational tools and 3A-DA-11 Create interactive data visualizations using
Visualization, & various visual formats. (P7.1, P4.4) visually to highlight relationships and support a claim. transform the data to make it more useful and reliable. software tools to help others better understand real-
Transformation (P7.1) (P6.3) world phenomena. (P4.4)
1A-DA-07 Identify and describe patterns in data 1B-DA-07 Use data to highlight or propose cause- 2-DA-09 Refine computational models based on the 3A-DA-12 Create computational models that
Inference &
visualizations, such as charts or graphs, to make and-effect relationships, predict outcomes, or data they have generated. (P5.3, P4.4) represent the relationships among different elements of
Models
predictions. (P4.1) communicate an idea. (P7.1) data collected from a phenomenon or process. (P4.4)
1A-AP-08 Model daily processes by creating and 1B-AP-08 Compare and refine multiple algorithms for 2-AP-10 Use flowcharts and/or pseudocode to 3A-AP-13 Create prototypes that use algorithms to
Algorithms following algorithms (sets of step-by-step instructions) the same task and determine which is the most address complex problems as algorithms. (P4.4, P4.1) solve computational problems by leveraging prior
Algorithms & Programming

to complete tasks. (P4.4) appropriate. (P6.3, P3.3) student knowledge and personal interests. (P5.2)
1A-AP-09 Model the way programs store and 1B-AP-09 Create programs that use variables to 2-AP-11 Create clearly named variables that 3A-AP-14 Use lists to simplify solutions, generalizing
Variables manipulate data by using numbers or other symbols to store and modify data. (P5.2) represent different data types and perform operations computational problems instead of repeatedly using
represent information. (P4.4) on their values. (P5.1, P5.2) simple variables. (P4.1)
1A-AP-10 Develop programs with sequences and 1B-AP-10 Create programs that include sequences, 2-AP-12 Design and iteratively develop programs that 3A-AP-15 Justify the selection of specific control
simple loops, to express ideas or address a problem. events, loops, and conditionals. (P5.2) combine control structures, including nested loops and structures when tradeoffs involve implementation,
(P5.2) compound conditionals. (P5.1, P5.2) readability, and program performance, and explain the
benefits and drawbacks of choices made. (P5.2)
Control
3A-AP-16 Design and iteratively develop
computational artifacts for practical intent, personal
expression, or to address a societal issue by using
events to initiate instructions. (P5.2)

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) 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...
1A-AP-11 Decompose (break down) the steps 1B-AP-11 Decompose (break down) problems into 2-AP-13 Decompose problems and subproblems into 3A-AP-17 Decompose problems into smaller
needed to solve a problem into a precise sequence of smaller, manageable subproblems to facilitate the parts to facilitate the design, implementation, and components through systematic analysis, using
instructions. (P3.2) program development process. (P3.2) review of programs. (P3.2) constructs such as procedures, modules, and/or
Modularity objects. (P3.2)
1B-AP-12 Modify, remix, or incorporate portions of an 2-AP-14 Create procedures with parameters to 3A-AP-18 Create artifacts by using procedures within
Algorithms & Programming (continued)

existing program into one's own work, to develop organize code and make it easier to reuse. (P4.1, P4. a program, combinations of data and procedures, or
something new or add more advanced features. (P5.3) 3) independent but interrelated programs. (P5.2)
1A-AP-12 Develop plans that describe a program’s 1B-AP-13 Use an iterative process to plan the 2-AP-15 Seek and incorporate feedback from team 3A-AP-19 Systematically design and develop
sequence of events, goals, and expected outcomes. development of a program by including others' members and users to refine a solution that meets user programs for broad audiences by incorporating
(P5.1, P7.2) perspectives and considering user preferences. (P1.1, needs. (P2.3, P1.1) feedback from users. (P5.1)
P5.1)
1A-AP-13 Give attribution when using the ideas and 1B-AP-14 Observe intellectual property rights and 2-AP-16 Incorporate existing code, media, and 3A-AP-20 Evaluate licenses that limit or restrict use
creations of others while developing programs. (P7.3) give appropriate attribution when creating or remixing libraries into original programs, and give attribution. of computational artifacts when using resources such
programs. (P7.3) (P4.2, P5.2, P7.3) as libraries. (P7.3)
1A-AP-14 Debug (identify and fix) errors in an 1B-AP-15 Test and debug (identify and fix errors) a 2-AP-17 Systematically test and refine programs 3A-AP-21 Evaluate and refine computational artifacts
Program
algorithm or program that includes sequences and program or algorithm to ensure it runs as intended. using a range of test cases. (P6.1) to make them more usable and accessible. (P6.3)
Development
simple loops. (P6.2) (P6.1, P6.2)
1B-AP-16 Take on varying roles, with teacher 2-AP-18 Distribute tasks and maintain a project 3A-AP-22 Design and develop computational artifacts
guidance, when collaborating with peers during the timeline when collaboratively developing computational working in team roles using collaborative tools. (P2.4)
design, implementation, and review stages of program artifacts. (P2.2)
development. (P2.2)
1A-AP-15 Using correct terminology, describe steps 1B-AP-17 Describe choices made during program 2-AP-19 Document programs in order to make them 3A-AP-23 Document design decisions using text,
taken and choices made during the iterative process of development using code comments, presentations, easier to follow, test, and debug. (P7.2) graphics, presentations, and/or demonstrations in the
program development. (P7.2) and demonstrations. (P7.2) development of complex programs. (P7.2)
1A-IC-16 Compare how people live and work before 1B-IC-18 Discuss computing technologies that have 2-IC-20 Compare tradeoffs associated with computing 3A-IC-24 Evaluate the ways computing impacts
and after the implementation or adoption of new changed the world, and express how those technologies that affect people's everyday activities personal, ethical, social, economic, and cultural
computing technology. (P7.0) technologies influence, and are influenced by, cultural and career options. (P7.2) practices. (P1.2)
practices. (P7.1)
Culture 1B-IC-19 Brainstorm ways to improve the 2-IC-21 Discuss issues of bias and accessibility in the 3A-IC-25 Test and refine computational artifacts to
accessibility and usability of technology products for design of existing technologies. (P1.2) reduce bias and equity deficits. (P1.2)
Impacts of Computing

the diverse needs and wants of users. (P1.2)

3A-IC-26 Demonstrate ways a given algorithm
applies to problems across disciplines. (P3.1)
1A-IC-17 Work respectfully and responsibly with 1B-IC-20 Seek diverse perspectives for the purpose 2-IC-22 Collaborate with many contributors through 3A-IC-27 Use tools and methods for collaboration on
Social Interactions others online. (P2.1) of improving computational artifacts. (P1.1) strategies such as crowdsourcing or surveys when a project to increase connectivity of people in different
creating a computational artifact. (P2.4, P5.2) cultures and career fields. (P2.4)
1B-IC-21 Use public domain or creative commons 3A-IC-28 Explain the beneficial and harmful effects
media, and refrain from copying or using material that intellectual property laws can have on innovation.
created by others without permission. (P7.3) (P7.3)
1A-IC-18 Keep login information private, and log off of 2-IC-23 Describe tradeoffs between allowing 3A-IC-29 Explain the privacy concerns related to the
Safety, Law, &
devices appropriately. (P7.3) information to be public and keeping information collection and generation of data through automated
Ethics
private and secure. (P7.2) processes that may not be evident to users. (P7.2)
3A-IC-30 Evaluate the social and economic
implications of privacy in the context of safety, law, or
ethics. (P7.3)

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

Suggested Citation: Computer Science Teachers Association (2017). CSTA K-12 Computer Science Standards, Revised 2017. Retrieved from http://www.csteachers.org/standards.
The K–12 Computer Science Framework, led by the Association for Computing Machinery, Code.org, Computer Science Teachers Association, Cyber Innovation Center, and National Math and Science Initiative
in partnership with states and districts, informed the development of this work. View the framework at http://k12cs.org.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.