Learning for the Digital World:

A Pan-Canadian K-12 Computer Science Education Framework

Learning for the Digital World: A Pan-Canadian K-12 Computer Science Education Framework

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A NOTE FROM THE ADVISORY GROUP AND THE FRAMEWORK ENGAGEMENT AND DEVELOPMENT TEAM

We couldn’t be more excited about launching Learning for the Digital World: A Pan-Canadian K-12 Computer Science Education Framework. Although 9 in
10 Canadians think that it is important to learn Computer Science, many students do not have the opportunity to do so. This Framework sets out to change
that.

As digital technologies play ever-more important roles in our lives, it is critical that all students, especially those who have been traditionally
underrepresented in tech—namely women, visible minorities, Indigenous people, and people living in rural and remote areas—have the opportunity to
learn foundational skills and competencies to meet the needs of their time. It is essential that we empower all students to harness the power of these new
tools. In addition to providing students with the ability to create their own digital projects, Computer Science education also equips students with the skills
and competencies they’ll need to be more thoughtful and critically minded consumers of digital technologies.

About 18 months ago, we convened a group of policymakers, educators, curriculum developers, and Computer Science experts and began to sketch out a
roadmap for developing this Framework. Since then, we have interviewed dozens of people, published two Working Documents, hosted 10 workshops across the country, and launched two
national surveys. In total, we’ve heard from over 650 people living in all corners of Canada.

The journey to this Framework has also energized and inspired us, and solidified our commitment to work towards a future in which all students learn Computer Science. By creating greater
alignment in what students learn and promoting more equitable access to high-quality Computer Science education, this Framework is an important first step. Moving forward we’re going to
work to turn these ideas into action, by inspiring more people to introduce Computer Science education into classrooms across the country and by providing resources and training to educators.

On behalf of the Advisory Group and the Framework Engagement and Development Team, thank you to everyone who helped shape the Framework. We hope you’ll join us as we continue our
journey.

Melissa Sariffodeen
Chair, Framework Advisory Group and Engagement and Development Team
CEO, Canada Learning Code

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TABLE OF CONTENTS

Computer Science Education for Everyone 4

Building the Framework 10

Our Vision for K-12 Computer Science Education 14

K-12 Computer Science Education Competency Guide 18

Appendices: Useful Notes and Resources 32

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Computer Science
Education for Everyone

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DIGITAL SKILLS FIT FOR OUR TIME

Public education exists to provide all students with the opportunity to learn the skills and competencies they’ll need to
meet the needs of our times.

Today, our times are shaped by pervasive digital technologies that are changing how people live, work, interact, and learn.
And though the best digital technologies are almost effortless to use, few of us understand how they work, or the logic that
underpins them.

As digital technologies are increasingly embedded in our lives, future generations will need to be equipped with the
technological skills and competencies to solve present-day and future problems.

We want to empower all students to harness the power of these new tools as both creators and consumers of digital
technologies. In addition to providing students with the opportunity to create their own digital projects, Computer Science
education also equips them with the skills and competencies they’ll need to be more thoughtful and critically minded
consumers of digital technologies.

And ultimately, while we prepare our students for the digital world, we can inspire everyone to embrace these new skills and
competencies and foster a love of life-long learning.

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INEQUITABLE ACCESS TO COMPUTER SCIENCE EDUCATION

Over the past decade, education leaders across Canada have been making strides towards including Computer Science
education in curricula. Yet, the landscape remains uneven.

Some provinces and territories offer students the opportunity to learn Computer Science in elementary and middle school,
whereas others offer these classes as electives in high school. For some students, Computer Science education is integrated
across a variety of subjects, while for others it is an extracurricular activity. And in a few cases, there is little or no opportunity
for students to learn the subject.

Moreover, we lack agreement on what foundational Computer Science skills and competencies all students should be learning
and when students should learn them. In some instances, students are taught how to create simple programs. In other
instances, students are encouraged to learn about about data and digital citizenship. And at times, the only courses offered
are for students interested in pursuing more advanced degrees or jobs in the computing sector.

The result is inequitable access to high-quality and comprehensive foundational Computer Science education for all students
across Canada.

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MORE OPPORTUNITIES TO LEARN COMPUTER SCIENCE ARE NEEDED

2/3
of Canadians
70%
of Canadians
90%
of survey
7 of 13
provinces and
support including agree that respondents territories include
more Computer learning agreed that all Computer Science
Science in Computer Science students should skills and
school curricula. is relevant for learn Computer competencies in
today and for Science in their elementary or
the future. elementary and middle school
middle school. curricula.

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PRESENTING A VISION FOR COMPUTER SCIENCE EDUCATION IN CANADA

One way to make access to Computer Science education more equitable is to present a vision for our future which
would support greater alignment in Computer Science education outcomes for provinces and territories across Canada.

Intended to support the work of policymakers, curriculum developers, and educators interested in implementing Computer
Science education in classrooms across the country, the Framework will:

Present a comprehensive Propose a series of Describe possible

vision for Computer foundational skills and learning pathways to
Science education in competencies that all support student learning
Canada. students would benefit across different
from learning. proficiency levels.

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OTHER ENABLERS OF SUCCESS

To fully realize the Framework’s potential and ensure all students have equitable access to high-quality Computer
Science education, schools and educators will also need to have access to:

1 Computers, devices, and software: Although many of the concepts, skills, and competencies included in this Framework can be taught without digital tools,
applying the ideas and building digital projects ultimately brings Computer Science to life and allows students to develop the foundational skills and
competencies they’ll need to meet the needs of our time.

2 Internet connectivity: All schools should have reliable Internet access. Unreliable Internet connectivity still affects many parts of Canada, disproportionately
excluding northern, rural, and Indigenous students from opportunities to learn Computer Science. Although students can learn many of the skills and
competencies without connecting to the Internet, connectivity opens up opportunities for students to collaborate digitally and apply their learnings.

3 Accessible tools and resources: Schools should have access to assistive and adaptive electronic devices, accessible software, and universally designed
teaching resources to enable all students, including those with physical, cognitive, or learning disabilities, to participate in Computer Science learning
opportunities.

4 Training opportunities and support: All educators, regardless of the subject areas they teach, should be provided with the time and resources needed to
participate in training opportunities and receive ongoing support to learn foundational Computer Science skills and competencies and explore how to
integrate Computer Science into their classroom.

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Building the Framework

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VALUES GUIDING THE DEVELOPMENT OF THE FRAMEWORK

Participatory: The Framework should be built by engaging with a broad Integrated: Computer Science is its own distinct field, but it also shares
range of people, including Computer Science experts, educators, many concepts and ways of thinking with a broad array of subject areas,
curriculum developers, parents and students, policymakers, tech industry including civics, languages, math, and science. The Framework should
leaders, and non-government organizations (NGOs). highlight these connections and encourage educators to integrate
Computer Science into other subjects.
Approachable: The Framework should demystify Computer Science
education and encourage more educators and students to explore the
field. It should provide a vision for what all students would benefit from Human-Centred: Computer Science is about humans using computing to
learning in clear and simple language. solve a range of challenges. The Framework should highlight the ways in
which people and technology have mutually shaped each other, and
emphasize that Computer Science is best taught, learned, designed, and
understood with a variety of human experiences in mind.
Inclusionary: The Framework should promote a vision which broadens
access to Computer Science education. Computer Science should be
taught or learned by anyone, anywhere in Canada regardless of location, Adaptable: The Framework should promote a vision of Computer Science
age, gender, race, ethnicity, ability, or access to technology. education that can be adapted to provincial, territorial, and local contexts
as well as to emerging technological changes. This will be necessary to
ensure it is effectively taught and learned in classrooms across the country
and is as future-proof as possible.

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METHODS FOR DEVELOPING THE FRAMEWORK

Working with an Advisory Group of leading thinkers from across the country, Canada Learning Code spearheaded the
development of this Framework by engaging with a wide range of people, including educators, policymakers,
parents, students, industry leaders, and NGOs.

Convened an Conducted Published Two Engaged

Advisory Group Research Working Documents Canadians
We convened 12 people with We completed a scan of provincial We published two Working Documents We published two national surveys
expertise in different areas, including and territorial curricula, researched that we circulated for public feedback. and organized 10 workshops across
policymaking, education, and similar frameworks from other The First Working Document presented the country to collect input and
Computer Science, to share their jurisdictions, and spoke with a vision for Computer Science Education receive feedback. In total, we’ve
insight and provide advice as we policymakers, educators, Computer in Canada. The Second Working heard from over 650 Canadians from
developed the Framework and Science experts, and individuals Document built off this work and across the country working in a variety
launched our Working Documents. working in the technology sector. introduced a competency guide. of different sectors.
(See Appendix A to learn more about
our advisors.)

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FOUR ENGAGEMENT PHASES

Over 650 people from across Canada shared their ideas for the future of K-12 Computer Science Education.

1 2 3 4
Fall 2018 Winter/Spring 2019 Summer/Fall 2019 Winter/Spring 2020

Expert Forum Informant Interviews Stakeholder Engagement Stakeholder and Public

Engagement
We convened experts in Computer We spoke with key informants from We published an online survey,
Science, as well as in policy and Canada and around the world to continued to speak with key We published a second online
curriculum development, to discuss gather recommendations on how to informants, and hosted workshops survey and organized a series of
the need for a Computer Science develop the Framework and what to across the country to collect online workshops to gather
Education Framework, what it could include. feedback on our First Working feedback on our Second Working
include, and how it should be built. Document and gather new ideas. Document.

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Our Vision for K-12
Computer Science Education

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ALL STUDENTS SHOULD BE ABLE TO HARNESS THE POWER OF TECHNOLOGY

As avid users of digital technologies, all students would benefit from learning foundational skills and competencies in
Computer Science, regardless of whether they want to pursue advanced studies or a career in Computer Science or a
related field.

All students should should be able to:

Create their own digital projects Critically assess how technology works Use technology to improve our world
Students should understand how and shapes our world Students should be able to use
technology works and be capable of Students should be able to critically assess technology to develop creative solutions
creating their own digital tools. and speak about the digital tools and that can address challenges they
technology they use and create. personally face, or issues affecting their
community and the world around them.

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THE FIVE MAIN FOCUS AREAS OF COMPUTER SCIENCE EDUCATION

Computer Science education is more than just coding. It’s about helping students to become better creators and
consumers of digital technologies.

Although learning how to build digital projects is a key part of Computer Science education, students should also learn a
wider set of skills and competencies that will help them to harness the power of digital technologies as both creators and
consumers.

A comprehensive approach to K-12 Computer Science education includes learning about the following five focus areas:

Computing and Technology and

Programming Networks Data Society Design

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CAPACITIES AND DISPOSITIONS

In addition to teaching important skills and competencies, a comprehensive approach to Computer Science education will
also equip students with the capacities and dispositions required to meet the needs of our times.

Discovery: Computer Science education inspires students to approach Creative Problem Solving: Computer Science education encourages
problems with curiosity and a sense of discovery. It will encourage students to explore their creativity and think outside the box. It
students to try new things, approach tasks with a growth mindset, and promotes inventive and flexible solution-seeking, a common Inuit
iterate as they master new skills. Students should develop a spirit of education principle that encourages students to develop innovative
experimentation and life-long learning. solutions to address issues that affect them, their community, and the
world.
Critical Thinking: Computer Science education helps students to
develop better mental models of what computers can and cannot do. Collaboration: Computer Science education encourages students to
Students will also develop an understanding of how digital work in teams and to collaborate with others outside their team.
technologies have both shaped and been shaped by societies, Through this, students will build strong communication skills and
equipping them to critically engage with the social, legal, ethical, and develop empathy for the perspectives of others. Moreover, it
political implications of technology. encourages students to constructively give and receive feedback and
fosters a willingness to seek help from, share with, and learn from
Perseverance: Computer Science education encourages students to
others.
become more comfortable with taking risks, making and accepting
mistakes, and learning through experience. By stressing the Citizenship: Computer Science education helps students understand
importance of continuous and unexpected learning, students will learn the ways in which technology can positively impact society, helping
to move forward despite setbacks, see opportunity in failure, and them to become technological stewards who will harness the power of
become more resilient. technology to improve the world around them.

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K-12 Computer Science
Education Competency Guide

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THE COMPETENCY GUIDE AT A GLANCE

The competency guide presents the skills and competencies that all students would benefit from learning.

Each Focus Area includes several themes, each of which has a corresponding skill and competency and some suggested
learning pathways* to begin introducing these skills and competencies as early as kindergarten.

Computing and Technology and

Programming Networks Data Society Design

Algorithms Hardware & Software Storing Data Social Impacts of Digital Program Design
Technologies
Data Structures Connected Devices Collecting, Organizing, User Design
& Visualizing Data Digital Communication
Modularity Troubleshooting Visual Design
Modelling & Inferencing Ethics, Safety, & the Law
Modelling & Abstraction Digital Connectivity Universal Design
Applications of AI & Machine Technology & the Environment
Debugging Cybersecurity Learning
History of Technology
Data Governance
Technology & Wellbeing
* See appendix B to learn more about how to read our learning pathways.

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HOW TO READ THE COMPETENCY GUIDE Confused about
a term?
Check out our
glossary in Appendix
Focus Area C (page 38).
This is one of the five focus areas of a
comprehensive Computer Science education.

Suggested Learning Pathways

These pathways provide suggestions for
how a student might progress through a
particular theme.

Skills and competencies all students

should develop
These are the skills and competencies that all
students should develop by grade 12.

Going Further
There’s always more to learn. These are
suggestions for how students can
continue their learning.

Connections to other Focus Areas and

Capacities and Dispositions
Many of the ideas in each theme support
other elements of the competency guide
and help students to develop capacities
and dispositions. We’ve highlighted the
strongest connections here.

Learning for the Digital World: A Pan-Canadian K-12 Computer Science Education Framework
 PROGRAMMING

By the end of high school, students should be able to create a simple computer program.

All students will benefit from learning programming skills so that they can create their own digital projects. By understanding how to give a
computer a set of instructions that allows it to complete a specific task, students will better understand how computers work. This will help students
to become more critical consumers of digital technologies and to develop computational thinking which can be applied to various fields.

To do this, students will need to possess skills and competencies in the following themes:

Modelling &
Algorithms Data Structures Modularity Abstraction Debugging
Design an Build a data Create modules Evaluate the Explain how to
algorithm based on a structure (e.g., an array) that to separate their computer limitations of existing models test software for bugs and
combination of computational can be used in a program. programs into smaller parts, or algorithms, and design new find solutions to problems
strategies, using functions, which can be applied in models to add missing they can anticipate.
objects, conditionals, and multiple programming abstractions and behaviour.
arrays. contexts.

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 PROGRAMMING

Here are some suggested learning pathways* for how students might develop skills and competencies in Programming:

Algorithms Data Structures Modularity Modelling & Abstraction Debugging

Start Provide the definition of an algorithm and Provide the definition of a data structure Recognize ways in which a large task can Recognize patterns in the world and Identify the cause of an incorrect
here explain some of its different components and its different functions (e.g., organizing, be broken down into a series of sub-tasks define common attributes of similar behaviour (i.e., bug) in a program.
(e.g., sequences, loops, and conditional processing, retrieving, and storing data). (i.e., decomposition). objects.
statements).

Emerging Create a simple algorithm to produce a Explain how data structures (e.g., numbers Create functions by organizing a sequence Create a model or a simple algorithm that Analyze their own code and provide
Learner certain action and describe other and strings) work and how they are used of instructions that accomplish a sub-task. organizes and analyzes systematic and solutions to errors identified.
algorithms that can achieve the same to create algorithms. Describe their persistent patterns seen in everyday life.
result. strengths and weaknesses.

Developing Use loops, conditional statements, and Explain how complex data structures (e.g., Create a simple program using functions Use a model or a simple algorithm that Describe systematic strategies for finding
Learner functions to create and reconstruct lists and maps) work and are used in that already exist. organizes and analyzes known patterns on bugs based on observed errors.
existing algorithms and improve their algorithms. Describe their strengths and new data to predict an outcome or solve a
efficiency. weaknesses. new problem.

Proficient Design an algorithm based on a Build a data structure (e.g., an array) that Create modules to separate their Evaluate the limitations of existing Explain how to test software for bugs and
Learner combination of computational strategies, can be used in a program. computer programs into smaller parts, models or algorithms, and design new find solutions to problems they can
using functions, objects, conditionals, and which can be applied in multiple models to add missing abstractions and anticipate.
arrays. programming contexts. behaviour.

Going Describe the time and space complexities Design new data structures based on the Describe and design new modules based Describe the purpose of multiple levels of Utilize best practices and tools for
Further of algorithms when combined with data desired operations or behaviours (e.g., on the principles of information hiding and abstraction, and the trade-offs between debugging, including code debuggers,
structures. immutability). interfaces. level of detail, accuracy, and cost of unit testing, test suites, and continuous
computation. integration.
Connections to Focus Areas: Design (Program Design) Focus Areas: Data (Storing data; Collecting, Organizing, Focus Areas: Design (Program Design) Focus Areas: Design (Program Design) Focus Areas: Design (Program Design)
and Visualizing data), Design (Program design)
Other Areas Capacities and Dispositions: Discovery, Creative Capacities and Dispositions: Creative Problem Capacities and Dispositions: Creative Problem Capacities and Dispositions: Discovery,
Problem Solving, Perseverance, Critical Thinking Capacities and Dispositions: Critical Thinking, Solving Solving Perseverance
Discovery

* See Appendix B to learn more about how to read our learning pathways, Appendix C for a glossary, and Appendix D for a list of tools for educators.

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 COMPUTING AND NETWORKS

By the end of high school, students should understand and be able to use the tools and devices commonly used to build digital projects.

As computers and the Internet become ubiquitous, all students will benefit from learning how these devices work, how they can be connected with
other devices and networks, and the benefits and risks associated with our increasingly connected world.

To do this, students will need to possess skills and competencies in the following themes:

Hardware & Software Connected Devices Troubleshooting Digital Connectivity Cybersecurity

Program a Model how Document the Explain and Assess the role
physical device that collects connected devices collect steps followed to solve a model the relationship that people play in creating,
and exchanges information and exchange information problem in a way that allows between routers, switches, preventing, and minimizing
between its hardware and with each other without others to solve a similar servers, topology, and the impacts of cyberattacks as
software components. human interaction (commonly technical problem. addressing. well as consider how they
known as the Internet of affect people and society.
Things (IoT)).

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 COMPUTING AND NETWORKS

Here are some suggested learning pathways* for how students might develop skills and competencies in Computing and Networks:

Hardware & Software Connected Devices Troubleshooting Digital Connectivity Cybersecurity

Start Hardware
Explain & Software
the composition of a computer Use a computing device to complete an Identify and describe common problems Use the Internet to conduct research, as Define cybersecurity and create safe
here system including physical and non- everyday task and compare different types associated with computers, external well as a cloud-computing platform to passwords using effective criteria.
physical components. of devices and explain how they might devices, and networks. save files and work collaboratively with
meet or fail to meet certain users’ needs
others.
or preferences.
Emerging Describe and model how hardware and Connect a device to another device Use common troubleshooting strategies to Define the Internet, describe how it is Describe common types of cyberattacks
Learner software work together (i.e., sending, through a physical or wireless connection solve simple problems with computers, designed, and model how information is and identify malicious content (e.g., spam,
receiving, processing, storing information or to a cloud-based platform to extend external devices, and networks. broken down and sent through devices spyware, viruses, phishing, etc.).
over networks.
as bits). the device’s capabilities.

Developing Describe and model how application Create a system by connecting multiple Research and implement solutions to Define and model Internet protocols and Apply common prevention practices (i.e.,:
Learner software, systems software, and hardware computing devices through physical or simple problems with computers, external explain their importance in connecting antivirus software and encryption) that
interact together. wireless connections. devices, and networks. billions of devices. prevent or minimize the impact of
cyberattacks.

Proficient Program a physical device that collects Model how connected devices collect and Document the steps followed to solve a Explain and model the relationship Assess the role that people play in
Learner and exchanges information between its exchange information with each other problem in a way that allows others to between routers, switches, servers, creating, preventing, and minimizing the
hardware and software components. without human interaction (commonly solve a similar technical problem. topology, and addressing. impacts of cyberattacks as well as consider
known as the Internet of Things (IoT)). how they affect people and society.

Going Create an integrated and embedded Explore the benefits and drawbacks of Research and implement solutions to Assess how hierarchy and redundancy Define major cybersecurity risks and
Further system that consists of multiple physical working with connected devices that complex problems with computers, enhance the scalability and reliability of recommend security measures that can be
devices that collect and exchange exchange information with each other external devices, and networks. the Internet. taken to prevent them.
information. without human interaction.

Connections to Focus Areas: Programming; Data (Storing Data; Focus Areas: Design (User design); Technology Focus Areas: Programming Focus Areas: Technology and Society (Digital Focus Areas: Programming
Collecting, Organizing, and Visualizing data); and Society (Social Impacts of Digital Technologies) Communication)
Other Areas
Technology and Society (History of Technology) Capacities and Dispositions: Perseverance, Capacities and Dispositions: Citizenship, Critical
Capacities and Dispositions: Critical Thinking, Collaboration, Critical Thinking, Creative Problem Capacities and Dispositions: Discovery, Critical Thinking
Capacities and Dispositions: Critical Thinking, Discovery Solving, Discovery Thinking, Collaboration
Perseverance, Discovery

* See Appendix B to learn more about how to read our learning pathways, Appendix C for a glossary, and Appendix D for a list of tools for educators.

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 DATA

By the end of high school, students should be able to explain how we use computers to create, store, organize, and analyze data.

As access to data grows, all students will benefit from understanding how to effectively harness its powers to make sense of the world around them,
as well as to better understand how their actions and activities generate data which can be used by others.

To do this, students will need to possess skills and competencies in the following themes:

Collecting, Organizing, Modelling Applications of AI

Storing Data & Visualizing Data & Inferencing & Machine Learning Data Governance
Assess the Develop a Create a Assess how Understand and
benefits and drawbacks of simple algorithm or program computational model based human biases are embedded be able to advocate for their
various storage models, that allows them to organize on patterns observed in data within technical systems and data rights and the rights of
including cloud storage, by and represent a dataset to and use it to predict future artificial intelligence. others.
considering factors such as analyze findings, predict future outcomes.
cost, speed, reliability, outcomes, or infer trends.
accessibility, privacy, and
integrity.

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 DATA

Here are some suggested learning pathways* for how students might develop skills and competencies in Data:

Collecting, Organizing Applications of AI

Storing Data & Visualizing Data Modelling & Inferencing & Machine Learning Data Governance
Start Save, retrieve, copy, and delete files from Collect data using an appropriate tool and Identify patterns in data, charts, and/or Identify commonly used digital tools that Identify ways their digital or physical
here a computing device. organize it. graphs. incorporate AI (artificial intelligence) and activity creates digital data and how to
machine learning and acknowledge how adjust privacy settings on commonly used
such tools help people accomplish tasks
digital tools.
that only humans could previously do.
Emerging Explain how computers store information Collect, organize, and present data in at Create a simple model that organizes Define AI and give real-world examples of Discover who owns the digital data they
Learner in bits and bytes and define what least three different formats and use it to patterns observed in data, charts, and/or how it has been used to extract produce and how it is used. Identify
information is stored. support a claim or tell a story. graphs. information from data. whether that data is open or anonymized
to remove their personal information.

Developing Describe how numbers, text, and media Analyze how data collection and Make predictions based on patterns found Describe basic algorithms of AI systems Assess provincial and national data
Learner are represented in bits/bytes and stored as visualization/storytelling can be shaped by in data, charts, and/or graphs. and how data and machine learning governance laws and regulations as well
files. human motive, perspective, and bias. interact. as Indigenous data governance
agreements.

Proficient Assess the benefits and drawbacks of Develop a simple algorithm or program Create a computational model based on Assess how human biases are embedded Understand and be able to advocate for
Learner various storage models, including cloud that allows them to organize and patterns observed in data and use it to within technical systems and artificial their data rights and the rights of others.
storage, by considering factors such as represent a dataset to analyze findings, predict future outcomes. intelligence.
cost, speed, reliability, accessibility,
predict future outcomes, or infer trends.
privacy, and integrity.

Going Compare networked information storage Describe the attributes that define big Identify possible risks of using data to Explain how machines learn. Discuss Make recommendations for how laws and
Further systems such as the hyperlinks in the data, including volume, velocity, variety, make predictions about the world (i.e., specific ethical challenges with machine regulations on data governance and
World Wide Web, and blockchain. veracity, and value and consider how big bias, over-fitting, under-fitting). learning and AI. privacy can be improved.
data has transformed our everyday lives.

Connections to Focus Areas: Computing and Networks (Hardware Focus Areas: Programming (Data structures); Focus Areas: Programming (Abstractions) Focus Areas: Technology and Society (Ethics, Focus Areas: Technology and Society (Ethics,
and Software); Programming (Data Structures) Design (Visual Design) Safety and the Law); Programming (Algorithms) Safety, and the Law)
Other Areas Capacities and Dispositions: Discovery, Creative
Capacities and Dispositions: Critical Thinking, Capacities and Dispositions: Creative Problem Problem Solving, Citizenship Capacities and Dispositions: Critical Thinking, Capacities and Dispositions: Critical Thinking,
Discovery Solving, Discovery, Perseverance Citizenship Citizenship

* See Appendix B to learn more about how to read our learning pathways, Appendix C for a glossary, and Appendix D for a list of tools for educators.

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 TECHNOLOGY AND SOCIETY

By the end of high school, students should be able to explore the ways in which technology and society have mutually shaped each other.

As both users and creators of digital technologies, all students will benefit from learning how to assess the effects that digital technologies have
had on the world around them, allowing them to become responsible digital citizens capable of harnessing the power of technology to solve
problems and respond safely and ethically.

To do this, students will need to possess skills and competencies in the following themes:

Social Impacts of Digital Ethics, Safety Technology & History of Technology

Digital Technologies Communication & the Law the Environment Technology & Wellbeing
Assess the Use a digital Assess the Assess how Trace how Develop
social effects of computing on tool to collaborate with effects of computer crime, digital technologies can be technology has evolved in strategies to harness the
various groups, including others and build a simple hacking, virus distribution, and used to monitor and promote different parts of the world power of technology to
women, visible minorities, digital project or complete a other illegal or unethical environmental sustainability. and evaluate the variety of improve their own physical
people with disabilities, and class project. digital activities on society. associated impacts. and mental health and
Indigenous peoples. wellbeing.

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 TECHNOLOGY AND SOCIETY

Here are some suggested learning pathways* for how students might develop skills and competencies in Technology and Society:

Social Impacts of Technology &

Digital Technologies Digital Communication Ethics, Safety & the Law the Environment History of Technology Technology & Wellbeing
Start Identify how computers and digital Use a digital tool to interact with Identify strategies to protect their Identify the natural resources Identify key figures involved in Identify and apply the school’s
others and describe how digital involved in producing commonly shaping the history of Computer
here technologies have changed how personal data and identity online. Science, focusing on the role of technology policies. Recognize
people live, work, and play. tools have changed how people used computing devices. and reproduce aspects of an
Canadians and people who have
communicate with each other. been traditionally underrepresented ergonomic workstation.
in the tech sector.
Emerging Explore how a particular Define and apply basic copyright
Trace the history and evolution of Identify and apply environmentally Describe examples of some of the Identify how digital technologies
technology has both influenced principles. Practice ethical use of safe and responsible methods for
Learner social media and assess how it has
others’ material by using public disposing of computing devices. earliest computers, including what can be used to improve and impair
and been shaped by people, shaped how people communicate they looked like, their purpose, our physical and mental health and
domain or creative commons Explain why computing devices
groups, and broader cultural material and properly crediting the must be disposed of in a particular
and share information. and how they were used. wellbeing.
practices. source. way.
Developing Understand how computers, digital Explore how digital tools can be Explain the privacy concerns Explain the environmental impacts Analyze the evolution of Assess how specific technologies
used to promote inclusive and related to using personal data to of producing computers, software, computers, software, and other
Learner technologies, and automation have exclusionary communities. Identify might be used to improve/impair
examples of inclusive online profile and target people or to and other digital technologies digital technologies and the
impacted society. our health and influence our
messaging as well as examples of inform automated decision- (e.g., waste management, climate, impact they have had on our
cyberbullying and/or hateful speech. making. natural resources, etc.). society. behaviour.

Proficient Assess the social effects of Use a digital tool to collaborate Assess the effects of computer Assess how digital technologies Trace how technology has evolved Develop strategies to harness the
computing on various groups, with others and build a simple crime, hacking, virus distribution, can be used to monitor and in different parts of the world and power of technology to improve
Learner
including women, visible
digital project or complete a class and other illegal or unethical promote environmental evaluate the variety of associated their own physical and mental
minorities, people with disabilities,
and Indigenous peoples. project. digital activities on society. sustainability. impacts. health and wellbeing.

Going Analyze and evaluate how digital Assess how digital tools can be Analyze and evaluate how policies Create a digital project to monitor Predict how the field of Computer Explain how digital technologies
technologies have shaped cultures used to spread misinformation and governing technology and or promote sustainability or Science and Computing might can be used to influence our
Further innovation have shaped and will develop a solution to an behaviour, and develop and
across the world. apply strategies for identifying evolve and assess how work and
continue to shape the evolution of environmental issue caused by implement strategies to minimize
such misinformation. digital technologies. digital technologies. future jobs might be affected. negative influences.

Connections to Focus Areas: Design (Universal Design); Focus Areas: Computing and Networks Focus Areas: Data; Computing and Focus Areas: Computing and Networks Focus Areas: Computing and Networks Focus Areas: Computing and networks
Data (Application of AI and Machine (Digital connectivity); Programming Networks (Cybersecurity); Design (Hardware and Software) (Hardware and Software) (Cybersecurity)
Other Areas Learning) (Universal design)
Capacities and Dispositions: Citizenship, Capacities and Dispositions: Citizenship, Capacities and Dispositions: Citizenship, Capacities and Dispositions: Citizenship,
Capacities and Dispositions: Critical Collaboration Capacities and Dispositions: Citizenship, Creative Problem Solving Critical Thinking Critical Thinking, Creative Problem
Thinking, Citizenship Critical Thinking Solving
* See Appendix B to learn more about how to read our learning pathways, Appendix C for a glossary, and Appendix D for a list of tools for educators.

Learning for the Digital World: A Pan-Canadian K-12 Computer Science Education Framework
28
 DESIGN

By the end of high school, students should be able to apply design principles to the digital projects they create.

By learning how to design programs, incorporate the perspective of potential users, and create universally accessible products, students will
ultimately create better digital projects that work for a wider range of people.

To do this, students will need to possess skills and competencies in the following themes:

Program Design User Design Visual Design Universal Design

Document and Collaborate with Apply the Create a user-
justify their own or their others to collect feedback on principles of UI (user friendly project that meets
team’s computational a digital project they or their interface) design to create a provincial and/or other known
processes when creating a team made, identify areas for digital project that balances accessibility standards and
program in a way that allows improvement, and implement aesthetic design with practical accounts for a wide range of
others to follow and changes. application. human diversity.
understand.

Learning for the Digital World: A Pan-Canadian K-12 Computer Science Education Framework
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 DESIGN

Here are some suggested learning pathways* for how students might develop skills and competencies in Design:

Program Design User Design Visual Design Universal Design

Start Identify the rationale or purpose behind programs Identify the basic principles of design thinking (i.e., Identify the basic principles of visual design (i.e., Define accessibility and identify common accessibility
here and digital tools commonly used. Explain how empathy, brainstorming, prototyping, testing, colour, font, contrast, balance, proportion) in digital criteria.
programs are built for a purpose. iterating). and physical content.

Emerging Apply the iterative steps teams of professional Build empathy maps that explore the range of Use the basic concepts of visual design to create Use a web-based tool to assess a digital project’s
Learner developers commonly take when creating a program different user perspectives and needs. Brainstorm content in any form (e.g., text, audio, video, accessibility.
to collaboratively build a simple digital project. solutions that will meet the needs of their users. animation).

Developing Describe the choices they or their team made when Prototype a digital project that accounts for different Evaluate an interactive website or program and Locate their province or territory’s accessibility criteria
Learner developing a digital project. What constraints user perspectives and needs. identify how it incorporates principles of good UI and evaluate a digital project to assess whether it
influenced their decision, what needs did they (user interface) design (i.e., user control, navigability, meets those standards.
consider, etc. accessibility, chunking).

Proficient Document and justify their own or their team’s Collaborate with others to collect feedback on a Apply the principles of UI (user interface) design to Create a user-friendly project that meets provincial
Learner computational processes when creating a program digital project they or their team made, identify create a digital project that balances aesthetic and/or other known accessibility standards and
in a way that allows others to follow and areas for improvement, and implement changes. design with practical application. accounts for a wide range of human diversity.
understand.

Going Document and justify the design decisions they or Conduct user testing on a product (commonly Conduct user testing (commonly referred to as A/B Use and become familiar with adaptive technology
Further their team made in creating a program in a way that referred to as A/B Testing) to identify what works best Testing) to enhance or improve a digital project and and create a digital project that can be used by an
allows others to follow and understand. and refine a digital project. make it easier for people to navigate. adaptive technology.

Connections to Focus Areas: Programming Focus Areas: Programming Focus Areas: Programming Focus Areas: Programming; Technology and Society (Social
Impacts of Digital Technologies; Ethics, Safety, & the Law)
Other Areas Capacities and Dispositions: Collaboration, Perseverance, Capacities and Dispositions: Collaboration, Perseverance, Capacities and Dispositions: Collaboration, Perseverance,
Creative Problem Solving, Critical Thinking Creative Problem Solving, Discovery Creative Problem Solving, Discovery Capacities and Dispositions: Citizenship, Creative Problem
Solving, Perseverance

* See Appendix B to learn more about how to read our learning pathways, Appendix C for a glossary, and Appendix D for a list of tools for educators.

Learning for the Digital World: A Pan-Canadian K-12 Computer Science Education Framework
30
INTERESTED IN LEARNING MORE ABOUT COMPUTER SCIENCE EDUCATION?

Whether you’re new to Computer Science education or looking for opportunities to sharpen your skills, there are a
number of ways you can learn more.

Follow Us and Our Register for a Check Out our

Friends Workshop Lesson Plans
Canada Learning Code is proud to count Canada Learning Code and many other Canada Learning Code has developed
itself among a number of great organizations offer a wide range of over one hundred lesson plans that
organizations working to help students workshops for people interested in you can easily implement in your
and educators learn Computer Science learning more about Computer Science classroom and has also developed a
skills and competencies. See Appendix E education. Check out tool to help educators identify
for a list of other CanCode funded canadalearningcode.ca for more connections with other curricular
organizations working to help students information or click on the links in outcomes in their province’s or
and educators learn Computer Science, Appendix E to learn more about territory’s English, math, and science
coding, and digital skills. workshops being offered by other curriculum.
CanCode funded organizations.

Learning for the Digital World: A Pan-Canadian K-12 Computer Science Education Framework

31
Appendices:
Useful Notes and Resources

Learning for the Digital World: A Pan-Canadian K-12 Computer Science Education Framework

32
Appendix A:
Advisory Group Members

Learning for the Digital World: A Pan-Canadian K-12 Computer Science Education Framework

33
APPENDIX: ADVISORY GROUP MEMBERS

Advisory Group Members volunteered their time, expert views, and insights on building the Framework. Together, they
provided the Framework Engagement and Development team with strategic advice, worked to ensure that we spoke
with the right mix of people throughout the engagement process, and provided advice on our Working Documents.

Anna Klimbovskaia Cathy Adams Jace Meyer Jesse Dougherty

Co-founder & COO Professor, Faculty of Education Lead for Indigenous Entrepreneurs VP
Diversio University of Alberta Shopify Amazon Web Services (AWS)
@aklimbovskaia @JaceActually @Jessedougherty

Juliet Waters Melissa Sariffodeen Michelle Lin Ryan Oliver

Chief Knowledge Officer Co-founder & CEO Computer Science Student Executive Director
Kids Code Jeunesse Canada Learning Code McGill University Pinnguaq
@JulietWaters @melsariffodeen @XMichelleLinX @pinnguaq

Sandra McKenzie Shirley Tagalik Vass Bednar Steven Floyd

Principal Retired Educator Regulatory entrepreneur + policy architect Computer Science and Computer
McKenzie Consulting Nunavut Department of Education Past Chair, Expert Panel on Youth Engineering Teacher and PhD Student in
Employment Curriculum Studies
@VassB @stevenpfloyd

Learning for the Digital World: A Pan-Canadian K-12 Computer Science Education Framework

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Appendix B:
Learning Pathways

Learning for the Digital World: A Pan-Canadian K-12 Computer Science Education Framework

35
APPENDIX: A WORD ABOUT OUR LEARNING PATHWAYS

Along with identifying the skills and competencies that all students would benefit from learning for each of our focus
areas, we’ve also included a suggested learning pathway for each theme we’ve identified.

Although we recognize that learning does not always happen in a linear way, these learning pathways provide policymakers
and educators with suggestions for how students might progress as they move towards becoming proficient learners.

Learning pathways help to guide the sequence of learning that many students might undertake as their knowledge and
understanding of a skill or competency is developed. By ensuring that educators understand what came before and what
comes after, learning progressions also help ensure continuity and coherence across grade levels.

Learning progressions are also meant to be living concepts. They should be tested, evaluated, and revised as educators,
curriculum developers, and policymakers gain greater insight into how students learn.

Learning for the Digital World: A Pan-Canadian K-12 Computer Science Education Framework

36
APPENDIX: HOW TO READ OUR SUGGESTED LEARNING PATHWAYS

As students work towards becoming proficient learners we’ve proposed a series of skills and competencies that
students would benefit from learning along the way.

Start Emerging Developing Proficient Going

here Learner Learner Learner Further

Students learn basic Students build on their Students continue to build on Students deepen their
Learning doesn’t end
skills and competencies knowledge and learn more their knowledge and learn knowledge and application
once students have
and apply new complex ideas or how to more complex ideas or how of the skills and
become proficient. So,
knowledge in simple apply their skills and to apply their skills and competencies they’ve been
we’ve also proposed
contexts. competencies in more competencies in increasingly developing.
some ideas for further
complex contexts. more complex contexts.
learning.

A word about grade levels: To ensure that the Framework is adaptable across Canada, the suggested pathways are not tied
to any particular grade levels or bands. Students should begin learning the skills and competencies as early as kindergarten.

Learning for the Digital World: A Pan-Canadian K-12 Computer Science Education Framework

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Appendix C:
Glossary

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GLOSSARY OF TERMS

A/B Testing: A method of receiving user feedback by comparing two versions of a single product typically by Artificial Intelligence (AI): Sometimes called machine intelligence, AI is intelligence demonstrated by machines, in
testing a subject's response to product A against product B, and determining which of the two contrast to the natural intelligence displayed by humans and other animals. Colloquially,
products is more effective. See also User Testing. [Hanington] the term "artificial intelligence" is applied when a machine mimics "cognitive" functions
that humans associate with other human minds, such as "learning" and "problem solving.”
[Poole, Mackworth, & Goebel; Russell, & Norvig]
Abstraction: After problems are broken into smaller parts, abstraction helps decide what’s important
and what’s not. It helps manage complexity, like when we decide what information is Assistive technology: Refers to any tool or device that helps people with disabilities perform tasks with greater
needed to help solve a math equation or word problem. [Canada Learning Code] ease and/or independence. Light signal alerts, and screen readers are just a few examples
of assistive technology. [ACT Center]
Accessibility: The design of products, devices, services, or environments for people who experience
disabilities. Accessibility standards that are generally accepted by professional groups Automation: To link disparate systems and software so that they become self-acting or self-regulating.
include the Web Content Accessibility Guidelines (WCAG) 2.0 and Accessible Rich Internet [Ross]
Applications (ARIA) standards. [Henry, Abou-Zahra, & Brewer]
Big Data: A term used to refer to data sets that are too large or complex to process using traditional
techniques. Big Data can be used to produce incredible insights that could not have
Adaptive Technology: Adaptive technologies are specially-designed tools or technologies that provide
otherwise been drawn from traditional analytics. These insights help organizations make
enhancements or different ways of interacting with the technology. Adaptive technologies
decisions. [Webopedia]
are designed for individuals with a disability or impairment to accomplish a specific task.
Unlike assistive technology (see below), adaptive technologies are specifically designed for
Bits and Bytes: At the smallest scale in the computer, information is stored as bits and bytes. Everything in
people with disabilities and would seldom be used by someone without a disability.
a computer is 0's and 1's. The bit stores just a 0 or 1. One byte typically consists of a
Wheelchairs are an example of adaptive technology. [Act Center; Center on Technology
collection of 8 bits (e.g., 0 1 0 1 1 0 1 0). [Stanford University]
and Disability]

Cloud-based platform: Cloud-based platform refers to both the applications delivered as services over the
Algorithms: A set of instructions that direct a computer to complete some task. Algorithms are
Internet and the hardware and systems software in the data centers that provide those
common in our everyday lives - a lesson plan is an algorithm for a class, while a recipe is an
services. [Armbrust et al.]
algorithm for making our favourite dish. Writing out step-by-step instructions in plain
English is what we call, ‘pseudo code.’ [Canada Learning Code]
Code: Any set of instructions expressed in a programming language. [Massachusetts Department
of Elementary and Secondary Education (MDESE)]
Array: Arrays help store related data under one name. An array is a special variable that can store
more than one value at a time. All data in an array must be of the same data type. For Computer Bug: An error in a software program. It may cause a program to unexpectedly quit or behave in
example, an array called ‘dogs’ might have the following items: chihuahua, pug, and an unintended manner. [Tech Terms]
retriever. [BBC; Canada Learning Code]

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GLOSSARY OF TERMS

Computational Thinking: Involves identifying a problem and articulating the solution in a way that a computer (or Empathy Maps: A tool used by designers to help clearly understand their end-users and their target audience.
another human) could act on. It involves breaking down big problems into smaller parts, It helps create a shared understanding of user needs, and helps in decision making. Traditional
and describing the specific steps needed to overcome these smaller challenges. [Canada
Learning Code] empathy maps are split into 4 quadrants (Says, Thinks, Does, and Feels), with the user or
persona in the middle. Empathy maps provide a glance into who a user is as a whole.
Computing: Any activity requiring, benefiting from, or creating computers. Computing is a broad field [Gibbons]
that connects to and draws from many disciplines, including mathematics, electrical
Encryption: Encryption is used to protect data in transit, for example data being transferred via networks
engineering, psychology, statistics, fine arts, linguistics, and physical and life sciences
(e.g. the Internet, e-commerce, mobile telephones, wireless microphones, wireless intercom
processes. [ACM]
systems, Bluetooth devices and bank automatic teller machines). Data encryption translates
Conditionals: Making decisions based on conditions (e.g., if it’s raining, then open your umbrella).
data into another form, or code, so that only people with access to a secret key (formally called
[Canada Learning Code]
a decryption key) or password can read it. Encrypted data is commonly referred to as
Cybersecurity: The protection against access to, or alteration of, computing resources through the use of ciphertext, while unencrypted data is called plaintext. [Roebuck; Lord]
technology, processes, and training. [TechTarget]
External Devices: A computer device, such as a keyboard or printer, that is not part of the essential computer.
Data: Information that is collected and used for reference or analysis. Data can be digital or
These auxiliary devices are intended to be connected to the computer and used. Also known
nondigital and can be in many forms, including numbers, text, show of hands, images,
as peripheral device. [Webopedia]
sounds, or video. [Computing at School; Tech Terms]
Function: A type of procedure or routine that performs a distinct operation. In this sense, a function is a
Data Structure: A particular way to store and organize data within a computer program to suit a specific type of procedure or routine. Most programming languages come with a prewritten set
purpose so that it can be accessed and worked with in appropriate ways. [TechTarget] of functions that are kept in a library (like the ‘if on edge, bounce’ block in Scratch). You can
also write your own functions to perform specialized tasks. [Canada Learning Code;
Debugging: Finding problems in code and solving them. [Canada Learning Code] Webopedia]

Decomposition: Code is complex and problems are complex. An important part of computational thinking
Hardware: The physical components that make up a computing system, computer, or computing device.
and coding is breaking down problems into smaller, more manageable steps like we might
[MDESE]
break down a book report into different sections. [Canada Learning Code]
Hierarchy: An organizational structure in which items are ranked according to levels of importance.
Design Thinking: An iterative approach to solving problems which involves developing a deep
[TechTarget]
understanding of customers’ or users’ unmet needs. [Naiman]
The Internet: The global collection of computer networks and their connections, all using shared protocols
Digital Project: Also referred to as a ‘digital artifact’, a digital project is any type of item produced and to communicate. [Computing at School]
stored as an electronic version. Examples of digital projects include digital documents,
presentations, programs and codes, video and audio files, images and photographs and The Internet of Things: A system of interrelated computing devices that transfer data over a network without requiring
the like. [Wikieducator] human-to-human or human-to-computer interaction. [Tech terms]

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GLOSSARY OF TERMS

Iterative: In design thinking, iteration refers to the process of prototyping, testing, analyzing, and Programming: The craft of analyzing problems and designing, writing, testing, and maintaining programs to
refining an idea. [Wikipedia] solve them. [MDESE]

Loops: Running the same sequence multiple times until a specific condition is met. Programmers
use loops to cycle through values, add sums of numbers, repeat functions, and many other Protocols: Rules that allow electronic devices to communicate with each other. These rules include what
things. [Canada Learning Code; Tech Terms] type of data may be transmitted, what commands are used to send and receive data, and how
data transfers are confirmed. You can think of a protocol as a spoken language. Each language
Machine Learning: A field of study that gives computers the ability to learn without being explicitly has its own rules and vocabulary. If two people share the same language, they can
programmed. Machine learning is the process that powers many of the services we use communicate effectively. Similarly, if two hardware devices support the same protocol, they can
today and helps them make predictions. These include recommendation systems from communicate with each other, regardless of the manufacturer or type of device. For example,
Netflix, YouTube, and Spotify. Search engines like Google and Baidu, social-media feeds an Apple iPhone can send an email to an Android device using a standard mail protocol. [Tech
like Facebook and Twitter, and voice assistants like Siri and Alexa also use Machine Terms]
Learning to make intelligent predictions. [Samuel; Hao]
Prototype: An early approximation of a final product or information system, often built for demonstration
Model: A representation of some part of a problem or a system. [MDESE] purposes. [TechTarget, Techopedia]

Modelling: The process of creating a model. (see Model) Redundancy: A system design in which a component is duplicated, so if it fails, there will be a backup.
[TechTarget]
Modularity: The characteristic of a software/web application that has been divided (decomposed) into
smaller modules. An application might have several procedures that are called from inside Reliability: An attribute of any system that consistently produces the same results, preferably meeting or
its main procedure. Existing procedures could be reused by recombining them in a new exceeding its requirements. [FOLDOC]
application. [Techopedia]

A software component or part of a program that contains one or more procedures. One or Routers: A device or software that determines the path that data packets travel from source to
Module:
more independently developed modules make up a program. [Techopedia] destination. [TechTarget]

Networks: A group of computing devices (e.g., personal computers, phones, servers, switches, Scalability: The capability of a network to handle a growing amount of work or its potential to be enlarged
routers, etc.) connected by cables or wireless media for the exchange of information and to accommodate that growth. [Bondi]
resources. [K12CS Framework]
Sequence: A crucial component of an algorithm. Sequencing refers to identifying a series of steps
Physical or Wireless A physical or wireless attachment between multiple computing systems, computers, or necessary to complete a task. The sequence can contain any number of actions, but no actions
Connection: computing devices. [K12CS Framework] can be skipped in the sequence. In the step-by-step process of an algorithm, the order of
these steps is crucial. [Webopedia; Fox, P.]

Learning for the Digital World: A Pan-Canadian K-12 Computer Science Education Framework

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GLOSSARY OF TERMS

Server: A computer that provides data to other computers through a network (e.g., the Internet). The type of testing where a developer (usually the one who wrote the code) proves that a
Unit Testing:
[Tech terms] code module (the "unit") meets its requirements. [FOLDOC]

Software: Programs that run on a computing system, computer, or other computing device. [K12CS
User Interface (UI): A user interface is the part of a computer and its software that people can see, hear, touch,
Framework].
talk to, or otherwise understand or direct. [Galitz]

String: A sequence of letters, numbers, and/or other symbols. A string might represent, for
example, a name, address, or song title. Some functions commonly associated with strings User Interface (UI) Design: The design of a user interface in such a way that it is easy for people to understand and
are length, concatenation, and substring. [TechTarget] use. The goal of user interface design is to create usable and effective interfaces that meet
users’ needs, capabilities, and limitations. [Galitz]
Subtasks: See decomposition. User Testing: Usability testing refers to evaluating a product or service by testing it with representative
users. The goal is to identify any usability problems, collect qualitative and quantitative
Switches: A high-speed device that receives incoming data packets and redirects them to their data and determine the participant's satisfaction with the product. This is often considered
destination on a local area network (LAN). [Techopedia] the most critical phase of the design process. Without input from the end-users, designers
won’t know if their solution is on target or not, and won’t know how to evolve their designs
System: A collection of elements or components that work together for a common purpose. to meet their user’s needs. See also A/B Testing. [Usability.gov; UserTesting]
[TechTarget]
Variable Variables are used to store information to be referenced and manipulated in a computer
Topology: Network Topology refers to the layout of a network and how different nodes in a network program. They also provide a way of labeling data with a descriptive name, so programs
are connected to each other and how they communicate. Topologies are either physical can be understood. It is helpful to think of variables as containers that hold information.
(the physical layout of devices on a network) or logical (the way that the signals act on the [LaunchSchool]
network media, or the way that the data passes through the network from one device to
the next). [Webopedia] Visual Design: Visual design aims to shape and improve the user experience through considering the
effects of illustrations, photography, typography, space, layouts, and colour on the
Troubleshooting: A systematic approach to problem solving that is often used to find and resolve a usability of products and on their aesthetic appeal. [Interaction Design Foundation]
problem, error, or fault within software or a computing system. [Techopedia, TechTarget]

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• Gibons, S. (2018). Empathy Mapping: The first step in design thinking. Neilsen Norman Group. Retrieved from https:// • Tech Terms. (n.d.). Tech terms computer dictionary. Retrieved from https://www.techterms.com
www.nngroup.com/articles/empathy-mapping/
• TechTarget network. (n.d.). Retrieved from https://www.techtarget.com/network
#:~:text=Definition%3A%20An%20empathy%20map%20is,2)%20aid%20in%20decision%20making.
• Usability.gov. (n.d.). Usability Testing. Retrieved from https://www.usability.gov/how-to-and-tools/methods/usability-testing.html
• Hanington, J. (2012). The ABCs of A/B Testing. Pardot. Retrieved from https://www.pardot.com/blog/abcs-ab-testing/
• User Testing. (2018). IDEO’s human centered design process: How to make things people love. Retrieved from https://
• Hao, K. (2018). What is Machine Learning? MIT Technology Review. Retrieved from https://www.technologyreview.com/
www.usertesting.com/blog/how-ideo-uses-customer-insights-to-design-innovative-products-users-love
2018/11/17/103781/what-is-machine-learning-we-drew-you-another-flowchart/
• UXPin. (n.d.). The practical guide to empathy maps: 10-minute user personas. Retrieved from https://www.uxpin.com/studio/blog/
• Henry, S.L., Abou-Zahra, S., & Brewer, J. (2016). The role of accessibility in a universal web. W4A ’14 ‘Proceedings of the 11th Web
the-practical-guide-to-empathy-maps-creating-a-10-minute-persona/
for All Conference’ (Article No. 17; pages 1-4). Retrieved from https://dl.acm.org/doi/10.1145/2596695.2596719
• Webopedia. (n.d.). Retrieved from https://www.webopedia.com/
• Interaction Design Foundation (n.d.). What is visual design? Retrieved from https://www.interaction-design.org/literature/topics/
visual-design • WikiEducator. (n.d.). Defining Digital Artifacts. Retrieved from https://wikieducator.org/Digital_artefact
• K12 Computer Science Framework (n.d.). Glossary of terms and definitions. Retrieved from https://k12cs.org/glossary/#jump-to-m • Wikipedia. (n.d.). Defining Iterative Design. Retrieved from https://en.wikipedia.org/wiki/Iterative_design

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Appendix D:
Tools for Educators

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DIGITAL AND UNPLUGGED TOOLS FOR EDUCATORS

Raspberry Pi Voiceflow Scratch

What is it? A single board computer that allows What is it? A tool that allows users to What is it? A free programming language and
students to create physical computing projects. collaboratively design, prototype and build Alexa online community where you can create your
Skills and Google Actions - without coding. own interactive stories, games, and animations.
How does it support student learning? It
teaches students about physical computing. How does it support student learning? It How does it support student learning? It helps
teaches students how to build a digital project students learn about Block-based coding.
Check it out at: www.raspberrypi.org using pre-coded blocks.
Check it out at: www.scratch.mit.edu
Check it out at: www.voiceflow.com

Little Robot Friends Glitch Arduino

What is it? An interactive and fun robot that What is it? A simple tool for creating web What is it? A compact integrated circuit (called a
can be programmed and customized by using applications. microcontroller) that can be programmed to
code. control lights, motors, sensors, and other physical
How does it support student learning? computing components.
How does it support student learning? Students learn how to make a simple website
Students learn about coding, electronics, and and learn about HTML (the standard language How does it support student learning?
how they can be programmed. to create websites). Students learn about digital devices and about
text-based coding.
Check it out at: www.littlerobotfriends.com Check it out at: www.glitch.com
Check it out at: www.arduino.cc

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DIGITAL AND UNPLUGGED TOOLS FOR EDUCATORS
CoSpaces Trinket Pixlr
What is it? A web and app-based tool that allows What is it? An all-in-one online coding What is it? A free online photo editor.
students to create interactive 3D virtual and environment where learners can write and run
augmented environments and animate them with code from an internet browser. How does it support student learning?
code. Students learn about and practice skills in
How does it support student learning? visual design.
How does it support student learning? Students learn about educational concepts (like
Students learn about block-based coding and math and physics) by writing code. Check it out at: www.pixlr.com
about virtual reality.
Check it out at: www.trinket.io
Check it out at: www.cospaces.io/edu
Canva Piskel Soundtrap
What is it? A free online graphic design What is it? A free online editor for creating and What is it? A free online music-making tool.
platform. animating sprites and pixel art.
How does it support student learning?
How does it support student learning? How does it support student learning?
Students learn to make music online by using
Students learn about and practice skills in Students learn how to create and design
visual design and learn how to design media loops and software instrument and by
animations.
graphics, presentations, posters and other recording vocals, guitars, and more.
visual content. Check it out at: www.piskelapp.com
Check it out at: www.soundtrap.com
Check it out at: www.canva.com

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`DIGITAL AND UNPLUGGED TOOLS FOR EDUCATORS
TinkerCad Micro:bit SketchUp
What is it? A free, online, 3D modelling and What is it? A microcontroller which can be What is it? A 3D modelling computer program
microcontroller prototyping program. programmed to complete a number of tasks. for a wide range of drawing applications such
How does it support student learning? as architectural, interior design, and film and
How does it support student learning?
Students can develop programming, electrical video game design.
Students can learn design skills, as well as
electrical wiring and microcontroller engineering and physical computing skills using How does it support student learning?
prototyping and programming. one of multiple code editors, including Students can learn about 3D modelling and
MakeCode, Python or Scratch. about basic skills and concepts in design.
Check it out at: www.tinkercad.com
Check it out at: www.microbit.org
Check it out at: www.sketchup.com
Lynx ScratchJr BeeBot
What is it? A free text-based programming What is it? A free introductory programming What is it? A robot that can be programmed
language that is available in English, French, app that enables young children to create their without using a computer.
Ojibwe and Mi’kmaw. own interactive stories and games. How does it support student learning?
Students can learn how robots are controlled by
How does it support student learning? How does it support student learning?
code, as well as develop an understanding of
Provides an accessible introduction to text-based Students can learn the basic concepts of
sequential instructions and spatial reasoning.
programming with the opportunity to connect to a computer by programming sprites in a block-
wide variety of provincial curriculum areas. based, introductory programming language. Check it out at:
Check it out at: www.lynxcoding.club www.robotixeducation.ca or www.terrapinlogo.com
Check it out at: www.scratchjr.org

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`DIGITAL AND UNPLUGGED TOOLS FOR EDUCATORS
Repl.it Makecode Art:bit
What is it? A free online programming What is it? A free open source platform What is it? A platform that optimizes the micro:bit
environment that supports several text-based for learning how to program. for LED animation and younger learners. Instantly
programming languages including C, C++, Java, How does it support student learning? pairs the micro:bit with Chromebooks and iPads.
JavaScript and Python. Students can develop programming skills and Fully bilingual.
How does it support student learning? understand the connection between programmed How does it support student learning?
Provides students with an opportunity to develop code and physical devices. Simplifies exploring with the micro:bit, making it
and share projects using a variety of programming Check it out at: https://www.microsoft.com/en- easy for younger learners and elementary school
languages. us/makecode generalists to use.
Check it out at: www.repl.it Check it out at: https://kidscodejeunesse.org/artbit

The Algorithm Literacy Project

What is it? An online project with educational
guides, discussion guides, and tools to introduce
students and educators to algorithms.
How does it support student learning?
Provides students with an opportunity to learn
about algorithms, how they influence our digital
experiences, and how they impact us.
Check it out at: https://algorithmliteracy.org

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Appendix E:
CanCode Funded Organizations

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CANCODE FUNDED ORGANIZATIONS
CanCode aims to equip Canadian youth, including traditionally underrepresented groups, with the skills they need to be prepared for further
studies, including advanced digital skills and science, technology, engineering and math (STEM) courses, leading to the jobs of the future. Check
out the following organizations that were funded through the CanCode Program to deliver digital and coding skills development initiatives until
2021.

Actua COVE Information and Communications Science Alberta Foundation

actua.ca coveocean.com Technology Council (ICTC) (MindFuel)
mindfuel.ca
ictc-ctic.ca
A.S.T.C. Science World Society Cybera
Science East Science Centre
(Science World BC) cybera.ca Kids Code Jeunesse (KCJ) scienceeast.nb.ca
scienceworld.ca kidscodejeunesse.org
Elephant Thoughts Education Science North
Black Boys Code (BBC) Outreach Let’s Talk Science (LTS) sciencenorth.ca

blackboyscode.ca elephantthoughts.com letstalkscience.ca

TakingITGlobal
tigweb.org
Boys & Girls Club of Canada (BGCC) FIRST Robotics Canada MediaSmarts
bgccan.com firstroboticscanada.org mediasmarts.ca
The Learning Partnership Canada
thelearningpartnership.ca
Brilliant Labs Fusion Jeunesse Pinnguaq Association
pinnguaq.com
brilliantlabs.ca fusionjeunesse.org Ulnooweg, "Digital Mi'kmaq"
ulnooweg.ca/digital-mikmaq

CADRE21 Grandir Sans Frontières Saskatchewan Science Centre (SSC)

sasksciencecentre.com
cadre21.org grandirsansfrontieres.org

Saskatoon Industry Education

Canada Learning Code Hackergal Council
canadalearningcode.ca hackergal.org saskatooniec.ca

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Appendix F:
Funders and Project Team

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THANK YOU TO OUR FUNDERS AND TEAM MEMBERS

Framework Engagement
Funders Project Manager and Development Team

Anna Villanueva
Laurie Drake
Educator Programs
Manager Rukhsaar Daya
Canada Learning Code Rosemary McManus

We’d also like to thank all the Computer Science, education, and industry experts as well as all Canada Learning
Code staff who shared their ideas, reviewed drafts, and provided our team with suggestions and feedback.

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 “Is that magic?”
“No, we coded it.”

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