A Model Curriculum for K–12 Computer Science

A Model

Curriculum

for K¨C12

Computer

Science:

Final Report

of the

ACM K¨C12

Task Force

Curriculum

Committee

Computer

Science

Teachers

Association

Realizing its commitment to K-12 education

A Model Curriculum for K¨C12

Computer Science:

Final Report of the

ACM K¨C12 Task Force Curriculum Committee

October, 2003

Allen Tucker

Bowdoin College

Chair

ACM K-12 Task Force Curriculum Committee

Committee Members

Fadi Deek

New Jersey Institute of Technology

Jill Jones

Carl Hayden High School

Dennis McCowan

Weston Public Schools

Chris Stephenson

Executive Director

CSTA

Anita Verno

Bergen Community College

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2

A Model Curriculum for K¨C12 Computer Science:

Final Report of the ACM K¨C12 Task Force Curriculum Committee

October, 2003

Allen Tucker (editor)¡ªBowdoin College

Fadi Deek¡ªNew Jersey Institute of Technology

Jill Jones¡ªCarl Hayden High School

Dennis McCowan¡ªWeston Public Schools

Chris Stephenson¡ªUniversity of Waterloo

Anita Verno¡ªBergen Community College

Executive Summary

This report proposes a model curriculum that can be used to integrate computer science fluency and

competency throughout primary and secondary schools, both in the United States and throughout the

world. It is written in response to the pressing need to provide academic coherence to the rapid growth of

computing and technology in the modern world, alongside the need for an educated public that can

utilize that technology most effectively to the benefit of humankind.

Computer science is an established discipline at the collegiate and post-graduate levels. Oddly, the

integration of computer science concepts into the K¨C12 curriculum has not kept pace in the United

States. As a result, the general public is not as well educated about computer science as it should be, and

a serious shortage of information technologists at all levels exists and may continue into the foreseeable

future. This curriculum model aims to help address these problems. It provides a framework within

which state departments of education and school districts can revise their curricula to better address the

need to educate young people in this important subject area, and thus better prepare them for effective

citizenship in the 21st century.

This curriculum model provides a four-level framework for computer science, and contains roughly the

equivalent of four half-year courses (many of these can be taught as modules, integrated among existing

science and mathematics curriculum units). The first two levels suggest subject matter that ought to be

mastered by all students, while the second two suggest topics that can be elected by students with special

interest in computer science, whether they are college-bound or not. The Appendix to this report

provides ¡°proof of concept¡± by outlining existing courses and modules that are now being taught in

different school districts at each of the four levels.

These recommendations are not made in a vacuum. We understand the serious constraints under which

school districts are operating and the up-hill battle that computer science faces in the light of other

priorities, as well as time and budget constraints. Thus, we conclude this report with a series of

recommendations that are intended to provide support for a long-term evolution of computer science in

K¨C12 schools. Many follow-up efforts will be needed to sustain the momentum we hope this report will

generate. Teacher training, curriculum innovation, in-class testing, textbook and Web site development,

and dissemination are but a few of the challenges.

We hope this report will serve as a catalyst for widespread discussions and the initiation of many pilot

projects that can take the evolution of K¨C12 computer science to the next level. We invite you to read the

entire report, and then to take part in this discussion in a way that mutually benefits both you and the

K¨C12 education community. More information about ongoing activities that are related to this effort can

be found at: .

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Table of Contents

Page

1.

Introduction

5

2.

Background

6

2.1 Computer Science, Information Technology, and Fluency

6

2.2 Computer Science at the College/University Level

7

2.3 The Current Status of K¨C12 Computer Science

9

3.

A Comprehensive Model Curriculum

10

3.1 Level I¡ªFoundations of Computer Science

11

3.1.a. Topics and Goals

12

3.1.b. Grade-Level Breakdowns

12

3.2 Level II¡ªComputer Science in the Modern World

3.2.a. Topics and Goals

14

3.2.b. Laboratory work: Algorithms, Programming, and Web Page Design

15

3.2.c. Context and Constraints

15

3.3 Level III¡ªComputer Science as Analysis and Design

5.

16

3.3.a. Topics and Goals

16

3.3.b. Laboratory Work: Programming, Design, and Other Activities

16

3.3.c. Context and Constraints

17

3.4 Level IV¡ªTopics in Computer Science

4.

14

17

3.4.a. AP Computer Science

17

3.4.b. Projects-Based Courses

18

3.4.c. Courses Leading to Industry Certification

19

Implementation Challenges

20

4.1 Teacher Preparation

20

4.2 State-Level Content Standards

24

4.3 Curriculum Development

24

4.4 Implementation and Sustainability

24

Conclusions

25

References

25

Acknowledgments

26

Appendices

27

A.1. Sample Activities for Level I: Foundations of Computer Science

28

A.2. Sample Activities for Level II: Computer Science in the Modern World

32

A.3. Sample Activities for Level III: Computer Science as Analysis and Design

37

A.4. Sample Activities for Level IV: Topics in Computer Science

40

A.5. Additional Resources for Level IV: Topics in Computer Science

41

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