Computers, networks, and safe habits
Students learn how the parts of a computer work together and how devices talk to each other over the internet. They practice troubleshooting common problems and protecting accounts and personal data.
What does a student learn in
This is the year computing shifts from using tools to building them. Students write and debug their own programs, breaking real problems into smaller pieces an algorithm can handle. They work with data sets, pull out patterns, and back up claims with what the numbers actually show. By spring, students can plan, code, and test a small program or data project, then explain in plain words how it works and who it affects.
- Programming
- Algorithms
- Working with data
- Networks and the internet
- Ethics in tech
- Debugging and testing
- Problem solving
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Working with data
Students gather information, clean it up, and turn it into charts and tables that tell a clear story. They use what they find to back up claims with evidence instead of guesses.
- 3
Designing and writing programs
Students break bigger problems into smaller steps and write programs that solve them. They learn to read other people's code, plan before coding, and reuse patterns that already work.
- 4
Testing, fixing, and improving
Students try their programs against real cases, find where things go wrong, and make changes based on what they see. They take feedback from classmates and use it to make the next version better.
- 5
Computing and its impact
Students look at how technology shapes daily life, jobs, privacy, and fairness. They weigh tradeoffs in the tools they use and the artifacts they build, and explain their choices to others.
Mastery Learning Standards
The required skills a student should display by the end of Grade 11.
Concepts
Concepts
- High School
Identify, select, and apply hardware, software
Students figure out which hardware and software best fit a given task, then work through troubleshooting steps when something breaks or doesn't perform as expected.
- High School
Explain how computer networks and the Internet enable communication…
Networks connect computers so people can share information, send messages, and work together across the world. Students learn how that system moves data reliably and what keeps it secure.
- High School
Collect, transform, and represent data
Students gather raw data, clean it up, and display it in charts or tables. Then they use software tools to spot patterns and back up their conclusions with numbers.
- High School
Design, develop, and analyze algorithms and programs to solve problems…
Students write and test code that solves a real problem or automates a repetitive task. They also look back at what they built, figure out what works, and improve it.
- High School
Investigate the social, ethical, legal
Students look at how apps, algorithms, and digital tools shape real life: who benefits, who gets left out, and what rules or laws apply. They consider effects on privacy, fairness, and communities around the world.
| Standard | Definition | Code |
|---|---|---|
| Identify, select, and apply hardware, software High School | Students figure out which hardware and software best fit a given task, then work through troubleshooting steps when something breaks or doesn't perform as expected. | DE-CSDF.C1.9-12 |
| Explain how computer networks and the Internet enable communication… High School | Networks connect computers so people can share information, send messages, and work together across the world. Students learn how that system moves data reliably and what keeps it secure. | DE-CSDF.C2.9-12 |
| Collect, transform, and represent data High School | Students gather raw data, clean it up, and display it in charts or tables. Then they use software tools to spot patterns and back up their conclusions with numbers. | DE-CSDF.C3.9-12 |
| Design, develop, and analyze algorithms and programs to solve problems… High School | Students write and test code that solves a real problem or automates a repetitive task. They also look back at what they built, figure out what works, and improve it. | DE-CSDF.C4.9-12 |
| Investigate the social, ethical, legal High School | Students look at how apps, algorithms, and digital tools shape real life: who benefits, who gets left out, and what rules or laws apply. They consider effects on privacy, fairness, and communities around the world. | DE-CSDF.C5.9-12 |
Practices
Practices
- High School
Foster an inclusive computing culture that values diverse perspectives and…
Students practice working in groups where different backgrounds and viewpoints are treated as strengths, not obstacles. The goal is computing work that includes everyone at the table.
- High School
Collaborate around computing — divide work, share ideas
Students work in teams to build a program or digital project, splitting up tasks and combining each person's work into a finished product.
- High School
Identify and define problems that can be solved with computation and decompose…
Students break a big, real-world problem into smaller pieces so a computer can help solve each part. They practice spotting which problems are a good fit for computing in the first place.
- High School
Use abstractions to simplify complexity, generalise solutions
Students take a complicated problem and strip it down to the parts that matter, then write code or design a system that solves a whole category of problems, not just one.
- High School
Create computational artifacts — programs, simulations, models — by applying…
Students build programs, simulations, or models by writing, testing, and revising their work in repeated cycles until the result does what it should.
- High School
Systematically test computational artifacts and refine them based on evidence…
Students run planned tests on programs or apps they've built, then fix what isn't working based on what those tests reveal. The goal is code that does what it's supposed to do and is easy for others to use.
- High School
Communicate clearly with appropriate vocabulary, visualizations
Students explain how a program, algorithm, or digital tool works using clear language, diagrams, or data. They back up their points with real evidence rather than vague claims.
| Standard | Definition | Code |
|---|---|---|
| Foster an inclusive computing culture that values diverse perspectives and… High School | Students practice working in groups where different backgrounds and viewpoints are treated as strengths, not obstacles. The goal is computing work that includes everyone at the table. | DE-CSDF.P1.9-12 |
| Collaborate around computing — divide work, share ideas High School | Students work in teams to build a program or digital project, splitting up tasks and combining each person's work into a finished product. | DE-CSDF.P2.9-12 |
| Identify and define problems that can be solved with computation and decompose… High School | Students break a big, real-world problem into smaller pieces so a computer can help solve each part. They practice spotting which problems are a good fit for computing in the first place. | DE-CSDF.P3.9-12 |
| Use abstractions to simplify complexity, generalise solutions High School | Students take a complicated problem and strip it down to the parts that matter, then write code or design a system that solves a whole category of problems, not just one. | DE-CSDF.P4.9-12 |
| Create computational artifacts — programs, simulations, models — by applying… High School | Students build programs, simulations, or models by writing, testing, and revising their work in repeated cycles until the result does what it should. | DE-CSDF.P5.9-12 |
| Systematically test computational artifacts and refine them based on evidence… High School | Students run planned tests on programs or apps they've built, then fix what isn't working based on what those tests reveal. The goal is code that does what it's supposed to do and is easy for others to use. | DE-CSDF.P6.9-12 |
| Communicate clearly with appropriate vocabulary, visualizations High School | Students explain how a program, algorithm, or digital tool works using clear language, diagrams, or data. They back up their points with real evidence rather than vague claims. | DE-CSDF.P7.9-12 |
Common Questions
What does a year of high school computer science actually look like?
Students write and test their own programs, work with real data, and look at how technology shapes daily life. They also learn how networks move information around and how to keep accounts and data safe. Most of the year is hands-on work, not lectures.
My child has never coded before. Will they fall behind?
No. Most courses at this level start from the basics and assume nothing. Steady practice matters more than prior experience, so a student who shows up, asks questions, and finishes the small projects will catch up within the first few weeks.
How can I help at home if I don't know how to code?
Ask students to walk through a project out loud, the way they would explain a recipe. If they get stuck, ask what they tried and what happened. Talking through the steps is most of the work, and it does not require any coding knowledge.
How should I sequence the year so projects build on each other?
A common arc is to start with small programs and basic data, move into networks and security in the middle of the year, then finish with a larger project that pulls in algorithms, data, and ethics. Save group work for after students have some shared vocabulary.
Which topics usually need the most reteaching?
Loops, conditionals, and how data types behave trip students up first. Later in the year, debugging and reading other people's code are the bigger sticking points. Build in short review tasks before any project that depends on these skills.
Is this class only for students who want a tech career?
No. The habits in this course, breaking a problem into parts, testing ideas, and thinking about how a tool affects its users, show up in almost every job. Students heading into business, design, science, or the trades all get something out of it.
How do I know students are ready for the next course or for college work?
By the end of the year, students should be able to plan a small program, write it, test it, and explain what it does and where it might fail. They should also be able to talk about the trade-offs of a piece of technology with specific examples, not just opinions.
How should group projects be set up so one student doesn't do all the work?
Assign clear roles, require each student to commit code or notes under their own name, and grade individual reflections alongside the final product. Short check-ins twice a week catch uneven workloads before they become a problem.
What should students be doing about online safety and ethics?
Students learn to manage passwords, spot common scams, and think about who benefits and who gets hurt when a piece of technology is used. At home, talking about a news story involving data, AI, or privacy is a useful five-minute conversation.