Computers, networks, and safe use
Students learn how the parts of a computer work together and how the internet moves information between them. They practice troubleshooting everyday tech problems and keeping accounts and data secure.
What does a student learn in
This is the year computer skills shift from using tools to building them. Students write real programs, break big problems into smaller steps, and work with data to spot patterns and back up what they claim. They also look at the bigger picture: how networks move information, how to keep it safe, and how technology shapes everyday life. By spring, students can plan, code, test, and explain a working project they built themselves.
- Coding
- Problem solving
- Working with data
- Networks and security
- Ethics of technology
- Teamwork on projects
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 use charts and tools to spot patterns. They learn to back up claims with the numbers in front of them instead of guessing.
- 3
Designing and writing programs
Students break a problem into smaller pieces and write step-by-step instructions a computer can follow. They build simple programs that automate a task or make something new.
- 4
Testing and improving projects
Students try their programs, find what breaks, and fix it. They share work with classmates, give and take feedback, and explain their choices with the right vocabulary.
- 5
Computing in the real world
Students look at how technology shapes daily life, from privacy and online speech to who has access and who gets left out. They weigh trade-offs and discuss the rules and habits that go with building tech.
Mastery Learning Standards
The required skills a student should display by the end of Grade 9.
Concepts
Concepts
- High School
Identify, select, and apply hardware, software
Students learn to pick the right hardware and software for a job, then work through fixes when something breaks. The focus is on matching tools to real tasks and solving problems when the setup stops working.
- High School
Explain how computer networks and the Internet enable communication…
Students learn how computers connect to each other through networks and the Internet to send messages, share files, and keep data private. They explain how those connections make real-time communication and collaboration possible.
- High School
Collect, transform, and represent data
Students gather raw data, clean it up, and turn it into charts or summaries. Then they use software 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 programs that solve real problems or automate repetitive tasks. Along the way, they analyze what makes one approach faster or more reliable than another.
- High School
Investigate the social, ethical, legal
Students look at how computing and technology shape daily life, from privacy and fairness to laws and global access. They consider who benefits, who gets left out, and what responsibilities come with building or using digital tools.
| Standard | Definition | Code |
|---|---|---|
| Identify, select, and apply hardware, software High School | Students learn to pick the right hardware and software for a job, then work through fixes when something breaks. The focus is on matching tools to real tasks and solving problems when the setup stops working. | CT-CSDF.C1.9-12 |
| Explain how computer networks and the Internet enable communication… High School | Students learn how computers connect to each other through networks and the Internet to send messages, share files, and keep data private. They explain how those connections make real-time communication and collaboration possible. | CT-CSDF.C2.9-12 |
| Collect, transform, and represent data High School | Students gather raw data, clean it up, and turn it into charts or summaries. Then they use software to spot patterns and back up their conclusions with numbers. | CT-CSDF.C3.9-12 |
| Design, develop, and analyze algorithms and programs to solve problems… High School | Students write and test programs that solve real problems or automate repetitive tasks. Along the way, they analyze what makes one approach faster or more reliable than another. | CT-CSDF.C4.9-12 |
| Investigate the social, ethical, legal High School | Students look at how computing and technology shape daily life, from privacy and fairness to laws and global access. They consider who benefits, who gets left out, and what responsibilities come with building or using digital tools. | CT-CSDF.C5.9-12 |
Practices
Practices
- High School
Foster an inclusive computing culture that values diverse perspectives and…
Students practice working with classmates who have different backgrounds and viewpoints to solve computing problems together. The goal is making sure everyone has a voice in how technology gets built and used.
- High School
Collaborate around computing — divide work, share ideas
Students work in teams to build software, tools, or other computing projects. They split up the tasks, share ideas along the way, and use each other's feedback to improve what they're making.
- High School
Identify and define problems that can be solved with computation and decompose…
Students look at a real problem and decide whether a computer could help solve it. If so, they break it into smaller pieces that are easier to tackle one at a time.
- High School
Use abstractions to simplify complexity, generalise solutions
Students take a complicated program or system and strip it down to its essential parts, then use that simplified version to solve similar problems or explain how the system works.
- High School
Create computational artifacts — programs, simulations, models — by applying…
Students build working programs or simulations by writing code, testing it, fixing what breaks, and repeating that cycle until the result does what they intended.
- High School
Systematically test computational artifacts and refine them based on evidence…
Students run planned tests on a program or app, look at what breaks or confuses users, and fix the code based on what they find.
- High School
Communicate clearly with appropriate vocabulary, visualizations
Students explain how a program or algorithm works using the right words, charts, or data, so their audience actually understands what the technology does and why it matters.
| Standard | Definition | Code |
|---|---|---|
| Foster an inclusive computing culture that values diverse perspectives and… High School | Students practice working with classmates who have different backgrounds and viewpoints to solve computing problems together. The goal is making sure everyone has a voice in how technology gets built and used. | CT-CSDF.P1.9-12 |
| Collaborate around computing — divide work, share ideas High School | Students work in teams to build software, tools, or other computing projects. They split up the tasks, share ideas along the way, and use each other's feedback to improve what they're making. | CT-CSDF.P2.9-12 |
| Identify and define problems that can be solved with computation and decompose… High School | Students look at a real problem and decide whether a computer could help solve it. If so, they break it into smaller pieces that are easier to tackle one at a time. | CT-CSDF.P3.9-12 |
| Use abstractions to simplify complexity, generalise solutions High School | Students take a complicated program or system and strip it down to its essential parts, then use that simplified version to solve similar problems or explain how the system works. | CT-CSDF.P4.9-12 |
| Create computational artifacts — programs, simulations, models — by applying… High School | Students build working programs or simulations by writing code, testing it, fixing what breaks, and repeating that cycle until the result does what they intended. | CT-CSDF.P5.9-12 |
| Systematically test computational artifacts and refine them based on evidence… High School | Students run planned tests on a program or app, look at what breaks or confuses users, and fix the code based on what they find. | CT-CSDF.P6.9-12 |
| Communicate clearly with appropriate vocabulary, visualizations High School | Students explain how a program or algorithm works using the right words, charts, or data, so their audience actually understands what the technology does and why it matters. | CT-CSDF.P7.9-12 |
Common Questions
What does computer science look like at this level?
Students write programs, work with data, and learn how networks and the internet move information around. They also look at the real-world effects of technology on people. Most projects involve planning, coding, testing, and explaining the result.
Does a student need to be good at math to do well?
Strong math helps, but careful thinking matters more. Students who break big problems into smaller steps and stick with a bug until they find it tend to do well, even if math is not their favorite subject.
How can a parent help at home without knowing how to code?
Ask students to explain what their program does and where it got stuck. Talking through the logic out loud is one of the best ways to find a bug. Curiosity about their project matters more than technical knowledge.
How should the year be sequenced?
Start with basic programming patterns and simple data, then move into networks, larger projects, and the social impact of computing. Save longer build-and-test projects for later in the year once students are comfortable debugging and giving each other feedback.
Which skills usually need the most reteaching?
Debugging and decomposition. Many students can read code but freeze when something breaks or when a problem feels too big. Plan short, frequent practice on reading error messages and splitting a task into smaller steps.
What does mastery look like by the end of the year?
Students can take a problem, plan a solution, write and test a program, and explain how it works to someone else. They can also discuss how a piece of technology affects different groups of people and back up their claims with evidence.
How much screen time does this class add at home?
Most coding work happens in class, but students may spend 20 to 40 minutes at home finishing a project or fixing a bug. A quiet workspace and a way to save work between sessions help more than any extra software.
How is student work graded when projects look different?
Grades come from a rubric that looks at the same things across projects: does the program work, was the problem broken down well, was it tested, and can the student explain their choices. Two very different projects can both earn strong marks.
How do group projects work without one student doing everything?
Roles get assigned and rotated, and each student turns in a short note on what they built and what they learned. Code review steps during class also make it clear who wrote what, so the work stays shared.
How do I know a student is ready for a college course or a tech job?
Look for a student who can finish a project from scratch, debug without giving up, and talk about their code clearly. A small portfolio of two or three working projects is a better signal than any single test score.