Getting to know the computer
Students learn the names of the parts they touch every day, like the keyboard, mouse, and screen. They practice logging in, opening a program, and asking for help when something is stuck.
What does a student learn in
These are the years students start treating a computer as a tool they can direct, not just tap on. Students learn the names for parts like the keyboard, mouse, and screen, and try simple fixes when something goes wrong. They write short step-by-step instructions to make a character move or a task repeat, and talk about how to be kind and safe online. By spring, students can break a small problem into steps and build a simple program that follows them.
- Computer parts
- Step-by-step instructions
- Simple coding
- Online safety
- Sorting information
- Working together
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
Staying safe online
Students learn that the internet connects people and that some information should stay private. They practice kind behavior in shared spaces and learn who to tell when something feels wrong.
- 3
Sorting and showing data
Students collect simple information, like favorite snacks or weather each day, and sort it into groups. They make picture charts and talk about what the chart shows.
- 4
Step-by-step instructions
Students learn that a computer follows directions in order. They write step-by-step instructions for everyday tasks and try simple coding activities where one wrong step changes the result.
- 5
Making and fixing projects
Students build small projects with a partner, like a short animation or a drawing program. They test their work, listen to feedback, and try again when something does not work the first time.
Mastery Learning Standards
The required skills a student should display by the end of Grade 1.
Concepts
Concepts
- Grades K-2
Identify, select, and apply hardware, software
Students learn what hardware and software are, then practice choosing the right tool for a task. When something stops working, they try basic fixes like restarting a device or checking a connection.
- Grades K-2
Explain how computer networks and the Internet enable communication…
Students learn what the internet actually is: a giant web of connected computers that lets people send messages, share files, and work together from different places. They also talk about how to keep that sharing safe.
- Grades K-2
Collect, transform, and represent data
Students gather information, sort it into a chart or simple graph, and look for patterns in what they find. They practice saying what the data shows, not just what they think.
- Grades K-2
Design, develop, and analyze algorithms and programs to solve problems…
Students learn to write step-by-step instructions that tell a computer what to do, then check whether those steps actually work.
- Grades K-2
Investigate the social, ethical, legal
Students look at how computers and apps affect people's lives, including whether they are fair, safe, and used in ways that follow the rules.
| Standard | Definition | Code |
|---|---|---|
| Identify, select, and apply hardware, software Grades K-2 | Students learn what hardware and software are, then practice choosing the right tool for a task. When something stops working, they try basic fixes like restarting a device or checking a connection. | TX-CSDF.C1.k-2 |
| Explain how computer networks and the Internet enable communication… Grades K-2 | Students learn what the internet actually is: a giant web of connected computers that lets people send messages, share files, and work together from different places. They also talk about how to keep that sharing safe. | TX-CSDF.C2.k-2 |
| Collect, transform, and represent data Grades K-2 | Students gather information, sort it into a chart or simple graph, and look for patterns in what they find. They practice saying what the data shows, not just what they think. | TX-CSDF.C3.k-2 |
| Design, develop, and analyze algorithms and programs to solve problems… Grades K-2 | Students learn to write step-by-step instructions that tell a computer what to do, then check whether those steps actually work. | TX-CSDF.C4.k-2 |
| Investigate the social, ethical, legal Grades K-2 | Students look at how computers and apps affect people's lives, including whether they are fair, safe, and used in ways that follow the rules. | TX-CSDF.C5.k-2 |
Practices
Practices
- Grades K-2
Foster an inclusive computing culture that values diverse perspectives and…
Students practice working with classmates who have different ideas and backgrounds, making sure everyone has a voice in how the group solves problems together.
- Grades K-2
Collaborate around computing — divide work, share ideas
Students work with a partner or small group to build something on a computer, splitting up the tasks and combining their ideas into one finished project.
- Grades K-2
Identify and define problems that can be solved with computation and decompose…
Students look at a big task, like getting ready for school, and break it into smaller steps a computer could follow. Learning to spot which problems a computer can help solve is where this skill starts.
- Grades K-2
Use abstractions to simplify complexity, generalise solutions
Students learn to spot patterns and use them as shortcuts. Instead of solving the same problem from scratch each time, they find a rule that works for a whole group of problems.
- Grades K-2
Create computational artifacts — programs, simulations, models — by applying…
Students write simple programs or build basic digital projects, then test and improve them in rounds. Each try teaches them something new to fix or add.
- Grades K-2
Systematically test computational artifacts and refine them based on evidence…
Students try out a program or app they built, look for what breaks or confuses, and fix it. Testing and fixing repeat until the program works the way it should.
- Grades K-2
Communicate clearly with appropriate vocabulary, visualizations
Students explain their coding or computer work using simple words and pictures so others can understand what they made and why it matters.
| Standard | Definition | Code |
|---|---|---|
| Foster an inclusive computing culture that values diverse perspectives and… Grades K-2 | Students practice working with classmates who have different ideas and backgrounds, making sure everyone has a voice in how the group solves problems together. | TX-CSDF.P1.k-2 |
| Collaborate around computing — divide work, share ideas Grades K-2 | Students work with a partner or small group to build something on a computer, splitting up the tasks and combining their ideas into one finished project. | TX-CSDF.P2.k-2 |
| Identify and define problems that can be solved with computation and decompose… Grades K-2 | Students look at a big task, like getting ready for school, and break it into smaller steps a computer could follow. Learning to spot which problems a computer can help solve is where this skill starts. | TX-CSDF.P3.k-2 |
| Use abstractions to simplify complexity, generalise solutions Grades K-2 | Students learn to spot patterns and use them as shortcuts. Instead of solving the same problem from scratch each time, they find a rule that works for a whole group of problems. | TX-CSDF.P4.k-2 |
| Create computational artifacts — programs, simulations, models — by applying… Grades K-2 | Students write simple programs or build basic digital projects, then test and improve them in rounds. Each try teaches them something new to fix or add. | TX-CSDF.P5.k-2 |
| Systematically test computational artifacts and refine them based on evidence… Grades K-2 | Students try out a program or app they built, look for what breaks or confuses, and fix it. Testing and fixing repeat until the program works the way it should. | TX-CSDF.P6.k-2 |
| Communicate clearly with appropriate vocabulary, visualizations Grades K-2 | Students explain their coding or computer work using simple words and pictures so others can understand what they made and why it matters. | TX-CSDF.P7.k-2 |
Common Questions
What will students actually learn in computer science this year?
Students learn the basics of using a computer: naming the parts, logging in, and fixing small problems like a frozen screen. They also learn to give step-by-step directions to solve a task, sort information into groups, and talk about being kind and safe online.
Do students need a computer at home to keep up?
No. A lot of this work can happen away from a screen. Giving directions to a younger sibling, sorting laundry by color, or drawing a map from the kitchen to the front door all build the same thinking.
How can families practice computer thinking in 10 minutes at home?
Pick a small task like making a sandwich or brushing teeth. Ask students to list every step in order, then follow the steps exactly. When something goes wrong, fix the step. That is what coding feels like at this age.
My child gets stuck and frustrated. What should I do?
Treat stuck moments as the lesson. Ask what they tried, what happened, and what they want to try next. Then let them try. Solving small problems without being rescued is a core habit for this subject.
How should the year be sequenced?
Start with hardware vocabulary and basic logins so students can get on a device without help. Move into step-by-step directions and simple patterns, then into short coding tasks. Save online safety and group projects for the back half once routines are steady.
Which skills usually need the most reteaching?
Two things tend to lag: writing directions in a clear order, and testing a plan to see if it actually works. Build short cycles where students write steps, try them, watch what breaks, and fix one step at a time.
What does online safety look like at this age?
Keep it concrete. Students learn to ask an adult before clicking, keep passwords private, and tell a trusted grown-up if something on a screen feels wrong. Skip abstract talks about data and privacy until later grades.
How do I know students are ready for the next grade?
By the end of the year, students should log in on their own, follow and write a short set of steps, fix a simple bug by changing one step, and explain a basic rule for staying safe online.
Is this just screen time with a different name?
No. Much of the work is unplugged: sorting objects, drawing maps, giving directions, and spotting patterns. Screens are a tool students learn to use on purpose, not the point of the class.