K-12 Standards

Algorithms and
Programming

Revised 2018 7
7
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Attribution
The CSTA K–12 Computer Science Standards are created and maintained by
members of the Computer Science Teachers Association (CSTA).
The Association for Computing Machinery (ACM) founded CSTA as part of its
commitment to K–12 computer science education. This work is licensed under
a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International
License.
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.

The CSTA Standards Revision Task Force crafted standards by combining concept statements and
practices from the Framework. The Task Force also used descriptive material from the Framework when
writing examples and clarifying statements to accompany the standards. The glossary referenced in the
navigation header links directly to the Framework's glossary.

For more information about the Framework, please visit k12cs.org.

2
Legend for Identifiers
Unique Numbering System for the Washington Computer Science K–12 Learning Standards
To help organize and track each individual standard, a unique identifier was developed. An example
appears below:

Framework Computer Science

Level Number
Concept K–12 Learning Standard

Grades Algorithms and Systematically test and refine

17
6-8 Programming programs using a range of test cases.
2 AP 17 Identifier: 2-AP-17

Use the following legend to interpret the unique identifier for each Computer Science K–12 Learning
Standard:

The identifier code corresponds to:

Level – Concept – Number

Identifier Code Key

1A Grades K–2
1B Grades 3–5
Levels

2 Grades 6–8
3A Grades 9–10
3B Grades 11–12
CS Computing Systems
NI Networks and the Internet
Concepts

DA Data and Analysis

AP Algorithms and Programming
IC Impacts of Computing

Integrated into classroom activities through practices:

1 Fostering an Inclusive Computing Culture

2 Collaborating
3 Recognizing and Defining Computational Problems
Practices

4 Developing and Using Abstractions

5 Creating Computational Artifacts
6 Testing and Refining
7 Communicating about Computing
Figure 1: Standards Identifier Code –
Computer Science Teachers Association K–12 Computer Science Standards (2017)
Retrieved from http://www.csteachers.org

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K-12 Algorithms and Programming Standards 1A: K-2

Identifier Level 1A: K–2

Model daily processes by creating and following algorithms (sets of step-by-step
1A-AP-08
instructions) to complete tasks.
Model the way programs store and manipulate data by using numbers or other symbols
1A-AP-09
to represent information.
Develop programs with sequences and simple loops, to express ideas or address a
1A-AP-10
problem.
Decompose (break down) the steps needed to solve a problem into a precise sequence
1A-AP-11
of instructions.
Develop plans that describe a program's sequence of events, goals, and expected
1A-AP-12
outcomes.
Give attribution when using the ideas and creations of others while developing
1A-AP-13
programs.
Debug (identify and fix) errors in an algorithm or program that includes sequences and
1A-AP-14
simple loops.
Using correct terminology, describe steps taken and choices made during the iterative
1A-AP-15
process of program development.
Identifier Level 1B: 3–5
Compare and refine multiple algorithms for the same task and determine which is the
1B-AP-08
most appropriate.
Create programs that use variables to store and modify data. Variables are used to store
1B-AP-09
and modify data.
1B-AP-10 Create programs that include sequences, events, loops, and conditionals.
Decompose (break down) problems into smaller, manageable subproblems to facilitate
1B-AP-11
the program development process.
Modify, remix, or incorporate portions of an existing program into one's own work, to
1B-AP-12
develop something new or add more advanced features.
Use an iterative process to plan the development of a program by including others'
1B-AP-13
perspectives and considering user preferences.
Observe intellectual property rights and give appropriate attribution when creating or
1B-AP-14
remixing programs.
Test and debug (identify and fix errors) a program or algorithm to ensure it runs as
1B-AP-15
intended.
Take on varying roles, with teacher guidance, when collaborating with peers during the
1B-AP-16
design, implementation, and review stages of program development.
Describe choices made during program development using code comments,
1B-AP-17
presentations, and demonstrations.

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Identifier Level 2: 6–8
2-AP-10 Use flowcharts and/or pseudocode to address complex problems as algorithms.
Create clearly named variables that represent different data types and perform
2-AP-11
operations on their values.
Design and iteratively develop programs that combine control structures, including
2-AP-12
nested loops and compound conditionals.
Decompose problems and subproblems into parts to facilitate the design,
2-AP-13
implementation, and review of programs.
2-AP-14 Create procedures with parameters to organize code and make it easier to reuse.
Seek and incorporate feedback from team members and users to refine a solution that
2-AP-15
meets user needs.
Incorporate existing code, media, and libraries into original programs, and give
2-AP-16
attribution.
2-AP-17 Systematically test and refine programs using a range of test cases.
Distribute tasks and maintain a project timeline when collaboratively developing
2-AP-18
computational artifacts.
2-AP-19 Document programs in order to make them easier to follow, test, and debug.
Identifier Level 3A: 9–10
Create prototypes that use algorithms to solve computational problems by leveraging
3A-AP-13
prior student knowledge and personal interests.
Use lists to simplify solutions, generalizing computational problems instead of repeatedly
3A-AP-14
using simple variables.
Justify the selection of specific control structures when tradeoffs involve
3A-AP-15 implementation, readability, and program performance, and explain the benefits and
drawbacks of choices made.
Design and iteratively develop computational artifacts for practical intent, personal
3A-AP-16
expression, or to address a societal issue by using events to initiate instructions.
Decompose problems into smaller components through systematic analysis, using
3A-AP-17
constructs such as procedures, modules, and/or objects.
Create artifacts by using procedures within a program, combinations of data and
3A-AP-18
procedures, or independent but interrelated programs.
Systematically design and develop programs for broad audiences by incorporating
3A-AP-19
feedback from users.
Evaluate licenses that limit or restrict use of computational artifacts when using
3A-AP-20
resources such as libraries.
3A-AP-21 Evaluate and refine computational artifacts to make them more usable and accessible.
Design and develop computational artifacts working in team roles using collaborative
3A-AP-22
tools.
Document –design decisions using text, graphics, presentations, and/or demonstrations
3A-AP-23
in the development of complex programs.

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Identifier Level 3B: 11–12

3B-AP-08 Describe how artificial intelligence drives many software and physical systems.
Implement an artificial intelligence algorithm to play a game against a human opponent
3B-AP-09
or solve a problem.
3B-AP-10 Use and adapt classic algorithms to solve computational problems.
3B-AP-11 Evaluate algorithms in terms of their efficiency, correctness, and clarity.
3B-AP-12 Compare and contrast fundamental data structures and their uses.
3B-AP-13 Illustrate the flow of execution of a recursive algorithm.
Construct solutions to problems using student-created components, such as procedures,
3B-AP-14
modules and/or objects.
Analyze a large-scale computational problem and identify generalizable patterns that
3B-AP-15
can be applied to a solution.
3B-AP-16 Demonstrate code reuse by creating programming solutions using libraries and APIs.
3B-AP-17 Plan and develop programs for broad audiences using a software lifecycle process.
3B-AP-18 Explain security issues that might lead to compromised computer programs.
3B-AP-19 Develop programs for multiple computing platforms.
Use version control systems, integrated development environments (IDEs), and
3B-AP-20
collaborative tools and practices (code documentation) in a group software project.
Develop and use a series of test cases to verify that a program performs according to its
3B-AP-21
design specifications.
Modify an existing program to add additional functionality and discuss intended and
3B-AP-22
unintended implications (e.g., breaking other functionality).
3B-AP-23 Evaluate key qualities of a program through a process such as a code review.
Compare multiple programming languages and discuss how their features make them
3B-AP-24
suitable for solving different types of problems.

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