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METHODS FOR DEVELOPING THE FRAMEWORKWorking with an Advisory Group of leading thinkers from across the country, Canada Learning Code spearheaded thedevelopment of this Framework by engaging with a wide range of people, including educators, policymakers,parents, students, industry leaders, and NGOs.Convened anAdvisory GroupWe convened 12 people withexpertise in different areas, includingpolicymaking, education, andComputer Science, to share theirinsight and provide advice as wedeveloped the Framework andlaunched our Working Documents.(See Appendix A to learn more aboutour advisors.)ConductedResearchPublished TwoWorking DocumentsWe completed a scan of provincialand territorial curricula, researchedsimilar frameworks from otherjurisdictions, and spoke withpolicymakers, educators, ComputerScience experts, and individualsworking in the technology sector.We published two Working Documentsthat we circulated for public feedback.The First Working Document presenteda vision for Computer Science Educationin Canada. The Second WorkingDocument built off this work andintroduced a competency guide.Learning for the Digital World: A Pan-Canadian K-12 Computer Science Education Framework12EngagedCanadiansWe published two national surveysand organized 10 workshops acrossthe country to collect input andreceive feedback. In total, we’veheard from over 650 Canadians fromacross the country working in a varietyof different sectors.

FOUR ENGAGEMENT PHASESOver 650 people from across Canada shared their ideas for the future of K-12 Computer Science Education.123Fall 2018Winter/Spring 2019Summer/Fall 2019Winter/Spring 2020Expert ForumInformant InterviewsStakeholder EngagementWe convened experts in ComputerScience, as well as in policy andcurriculum development, to discussthe need for a Computer ScienceEducation Framework, what it couldinclude, and how it should be built.We spoke with key informants fromCanada and around the world togather recommendations on how todevelop the Framework and what toinclude.We published an online survey,continued to speak with keyinformants, and hosted workshopsacross the country to collectfeedback on our First WorkingDocument and gather new ideas.Stakeholder and PublicEngagementLearning for the Digital World: A Pan-Canadian K-12 Computer Science Education Framework134We published a second onlinesurvey and organized a series ofonline workshops to gatherfeedback on our Second WorkingDocument.

Our Vision for K-12Computer Science EducationLearning for the Digital World: A Pan-Canadian K-12 Computer Science Education Framework14

ALL STUDENTS SHOULD BE ABLE TO HARNESS THE POWER OF TECHNOLOGYAs avid users of digital technologies, all students would benefit from learning foundational skills and competencies inComputer Science, regardless of whether they want to pursue advanced studies or a career in Computer Science or arelated field.All students should should be able to:Create their own digital projectsStudents should understand howtechnology works and be capable ofcreating their own digital tools.Critically assess how technology worksand shapes our worldStudents should be able to critically assessand speak about the digital tools andtechnology they use and create.Learning for the Digital World: A Pan-Canadian K-12 Computer Science Education Framework15Use technology to improve our worldStudents should be able to usetechnology to develop creative solutionsthat can address challenges theypersonally face, or issues affecting theircommunity and the world around them.

THE FIVE MAIN FOCUS AREAS OF COMPUTER SCIENCE EDUCATIONComputer Science education is more than just coding. It’s about helping students to become better creators andconsumers of digital technologies.Although learning how to build digital projects is a key part of Computer Science education, students should also learn awider set of skills and competencies that will help them to harness the power of digital technologies as both creators andconsumers.A comprehensive approach to K-12 Computer Science education includes learning about the following five focus areas:ProgrammingComputing andNetworksDataLearning for the Digital World: A Pan-Canadian K-12 Computer Science Education Framework16Technology andSocietyDesign

CAPACITIES AND DISPOSITIONSIn addition to teaching important skills and competencies, a comprehensive approach to Computer Science education willalso equip students with the capacities and dispositions required to meet the needs of our times.Creative Problem Solving: Computer Science education encouragesstudents to explore their creativity and think outside the box. Itpromotes inventive and flexible solution-seeking, a common Inuiteducation principle that encourages students to develop innovativesolutions to address issues that affect them, their community, and theworld.Discovery: Computer Science education inspires students to approachproblems with curiosity and a sense of discovery. It will encouragestudents to try new things, approach tasks with a growth mindset, anditerate as they master new skills. Students should develop a spirit ofexperimentation and life-long learning.Critical Thinking: Computer Science education helps students todevelop better mental models of what computers can and cannot do.Students will also develop an understanding of how digitaltechnologies have both shaped and been shaped by societies,equipping them to critically engage with the social, legal, ethical, andpolitical implications of technology.Collaboration: Computer Science education encourages students towork in teams and to collaborate with others outside their team.Through this, students will build strong communication skills anddevelop empathy for the perspectives of others. Moreover, itencourages students to constructively give and receive feedback andfosters a willingness to seek help from, share with, and learn fromothers.Perseverance: Computer Science education encourages students tobecome more comfortable with taking risks, making and acceptingmistakes, and learning through experience. By stressing theimportance of continuous and unexpected learning, students will learnto move forward despite setbacks, see opportunity in failure, andbecome more resilient.Citizenship: Computer Science education helps students understandthe ways in which technology can positively impact society, helpingthem to become technological stewards who will harness the power oftechnology to improve the world around them.Learning for the Digital World: A Pan-Canadian K-12 Computer Science Education Framework17

K-12 Computer ScienceEducation Competency GuideLearning for the Digital World: A Pan-Canadian K-12 Computer Science Education Framework18

THE COMPETENCY GUIDE AT A GLANCEThe competency guide presents the skills and competencies that all students would benefit from learning.Each Focus Area includes several themes, each of which has a corresponding skill and competency and some suggestedlearning pathways* to begin introducing these skills and competencies as early as kindergarten.ProgrammingComputing andNetworksDataAlgorithmsHardware & SoftwareStoring DataData StructuresConnected DevicesModularityTroubleshootingCollecting, Organizing,& Visualizing DataModelling & AbstractionDigital ConnectivityDebuggingCybersecurityTechnology andSocietySocial Impacts of DigitalTechnologiesDigital CommunicationModelling & InferencingEthics, Safety, & the LawApplications of AI & MachineLearningTechnology & the EnvironmentData Governance* See appendix B to learn more about how to read our learning pathways.Learning for the Digital World: A Pan-Canadian K-12 Computer Science Education Framework19History of TechnologyTechnology & WellbeingDesignProgram DesignUser DesignVisual DesignUniversal Design

HOW TO READ THE COMPETENCY GUIDEConfused abouta term?Focus AreaThis is one of the five focus areas of acomprehensive Computer Science education.Suggested Learning PathwaysThese pathways provide suggestions forhow a student might progress through aparticular theme.Skills and competencies all studentsshould developThese are the skills and competencies that allstudents should develop by grade 12.Going FurtherThere’s always more to learn. These aresuggestions for how students cancontinue their learning.Connections to other Focus Areas andCapacities and DispositionsMany of the ideas in each theme supportother elements of the competency guideand help students to develop capacitiesand dispositions. We’ve highlighted thestrongest connections here.Learning for the Digital World: A Pan-Canadian K-12 Computer Science Education FrameworkCheck out ourglossary in AppendixC (page 38).

PROGRAMMINGBy the end of high school, students should be able to create a simple computer program.All students will benefit from learning programming skills so that they can create their own digital projects. By understanding how to give acomputer a set of instructions that allows it to complete a specific task, students will better understand how computers work. This will help studentsto become more critical consumers of digital technologies and to develop computational thinking which can be applied to various fields.To do this, students will need to possess skills and competencies in the following themes:AlgorithmsData StructuresModularityDesign analgorithm based on acombination of computationalstrategies, using functions,objects, conditionals, andarrays.Build a datastructure (e.g., an array) thatcan be used in a program.Create modulesto separate their computerprograms into smaller parts,which can be applied inmultiple programmingcontexts.Learning for the Digital World: A Pan-Canadian K-12 Computer Science Education Framework21Modelling &AbstractionEvaluate thelimitations of existing modelsor algorithms, and design newmodels to add missingabstractions and behaviour.DebuggingExplain how totest software for bugs andfind solutions to problemsthey can anticipate.

PROGRAMMINGHere are some suggested learning pathways* for how students might develop skills and competencies in Programming:AlgorithmsStarthereData StructuresModularityProvide the definition of an algorithm and Provide the definition of a data structureRecognize ways in which a large task canexplain some of its different components and its different functions (e.g., organizing, be broken down into a series of sub-tasks(e.g., sequences, loops, and conditionalprocessing, retrieving, and storing data).(i.e., decomposition).statements).Modelling & AbstractionDebuggingRecognize patterns in the world anddefine common attributes of similarobjects.Identify the cause of an incorrectbehaviour (i.e., bug) in a program.EmergingLearnerCreate a simple algorithm to produce acertain action and describe otheralgorithms that can achieve the sameresult.Explain how data structures (e.g., numbers Create functions by organizing a sequence Create a model or a simple algorithm that Analyze their own code and provideand strings) work and how they are usedof instructions that accomplish a sub-task. organizes and analyzes systematic andsolutions to errors identified.to create algorithms. Describe theirpersistent patterns seen in everyday life.strengths and weaknesses.DevelopingLearnerUse loops, conditional statements, andfunctions to create and reconstructexisting algorithms and improve theirefficiency.Explain how complex data structures (e.g., Create a simple program using functionslists and maps) work and are used inthat already exist.algorithms. Describe their strengths andweaknesses.Use a model or a simple algorithm thatDescribe systematic strategies for findingorganizes and analyzes known patterns on bugs based on observed errors.new data to predict an outcome or solve anew problem.ProficientLearnerDesign an algorithm based on aBuild a data structure (e.g., an array) thatcombination of computational strategies, can be used in a program.using functions, objects, conditionals, andarrays.Create modules to separate theircomputer programs into smaller parts,which can be applied in multipleprogramming contexts.GoingFurtherDescribe the time and space complexities Design new data structures based on theof algorithms when combined with datadesired operations or behaviours (e.g.,structures.immutability).Describe and design new modules based Describe the purpose of multiple levels ofon the principles of information hiding and abstraction, and the trade-offs betweeninterfaces.level of detail, accuracy, and cost ofcomputation.Utilize best practices and tools fordebugging, including code debuggers,unit testing, test suites, and continuousintegration.Focus Areas: Design (Program Design)Focus Areas: Design (Program Design)Focus Areas: Design (Program Design)Focus Areas: Design (Program Design)Capacities and Dispositions: Creative ProblemSolvingCapacities and Dispositions: Creative ProblemSolvingCapacities and Dispositions: Discovery,PerseveranceConnections toOther AreasCapacities and Dispositions: Discovery, CreativeProblem Solving, Perseverance, Critical ThinkingFocus Areas: Data (Storing data; Collecting, Organizing,and Visualizing data), Design (Program design)Capacities and Dispositions: Critical Thinking,Discovery* See Appendix B to learn more about how to read our learning pathways, Appendix C for a glossary, and Appendix D for a list of tools for educators.Learning for the Digital World: A Pan-Canadian K-12 Computer Science Education Framework22Evaluate the limitations of existingmodels or algorithms, and design newmodels to add missing abstractions andbehaviour.Explain how to test software for bugs andfind solutions to problems they cananticipate.

COMPUTING AND NETWORKSBy the end of high school, students should understand and be able to use the tools and devices commonly used to build digital projects.As computers and the Internet become ubiquitous, all students will benefit from learning how these devices work, how they can be connected withother devices and networks, and the benefits and risks associated with our increasingly connected world.To do this, students will need to possess skills and competencies in the following themes:Hardware & SoftwareConnected DevicesTroubleshootingDigital ConnectivityCybersecurityProgram aphysical device that collectsand exchanges informationbetween its hardware andsoftware components.Model howconnected devices collectand exchange informationwith each other withouthuman interaction (commonlyknown as the Internet ofThings (IoT)).Document thesteps followed to solve aproblem in a way that allowsothers to solve a similartechnical problem.Explain andmodel the relationshipbetween routers, switches,servers, topology, andaddressing.Assess the rolethat people play in creating,preventing, and minimizingthe impacts of cyberattacks aswell as consider how theyaffect people and society.Learning for the Digital World: A Pan-Canadian K-12 Computer Science Education Framework23

COMPUTING AND NETWORKSHere are some suggested learning pathways* for how students might develop skills and competencies in Computing and Networks:Hardware & SoftwareExplainthe compositionof a computerHardware& SoftwareConnected Devicessystem including physical and nonphysical components.Use a computing device to complete anIdentify and describe common problemseveryday task and compare different types associated with computers, externalof devices and explain how they mightdevices, and networks.meet or fail to meet certain users’ needsor preferences.EmergingLearnerDescribe and model how hardware andsoftware work together (i.e., sending,receiving, processing, storing informationas bits).Connect a device to another devicethrough a physical or wireless connectionor to a cloud-based platform to extendthe device’s capabilities.Use common troubleshooting strategies to Define the Internet, describe how it isdesigned, and model how information issolve simple problems with computers,broken down and sent through devicesexternal devices, and networks.over networks.Describe common types of cyberattacksand identify malicious content (e.g., spam,spyware, viruses, phishing, etc.).DevelopingLearnerDescribe and model how applicationsoftware, systems software, and hardwareinteract together.Create a system by connecting multiplecomputing devices through physical orwireless connections.Research and implement solutions toDefine and model Internet protocols andsimple problems with computers, external explain their importance in connectingdevices, and networks.billions of devices.Apply common prevention practices (i.e.,:antivirus software and encryption) thatprevent or minimize the impact ofcyberattacks.ProficientLearnerProgram a physical device that collectsand exchanges information between itshardware and software components.Model how connected devices collect and Document the steps followed to solve aexchange information with each otherproblem in a way that allows others towithout human interaction (commonlysolve a similar technical problem.known as the Internet of Things (IoT)).GoingFurtherCreate an integrated and embeddedsystem that consists of multiple physicaldevices that collect and exchangeinformation.Explore the benefits and drawbacks ofworking with connected devices thatexchange information with each otherwithout human interaction.Connections toOther AreasFocus Areas: Programming; Data (Storing Data;Collecting, Organizing, and Visualizing data);Technology and Society (History of Technology)Focus Areas: Design (User design); Technologyand Society (Social Impacts of Digital Technologies)StarthereCapacities and Dispositions: Critical Thinking,Perseverance, DiscoveryCapacities and Dispositions: Critical Thinking,DiscoveryTroubleshootingDigital ConnectivityCybersecurityUse the Internet to conduct research, aswell as a cloud-computing platform tosave files and work collaboratively withothers.Define cybersecurity and create safepasswords using effective criteria.Explain and model the relationshipbetween routers, switches, servers,topology, and addressing.Assess the role that people play increating, preventing, and minimizing theimpacts of cyberattacks as well as considerhow they affect people and society.Research and implement solutions tocomplex problems with computers,external devices, and networks.Assess how hierarchy and redundancyenhance the scalability and reliability ofthe Internet.Define major cybersecurity risks andrecommend security measures that can betaken to prevent them.Focus Areas: ProgrammingFocus Areas: Technology and Society (DigitalCommunication)Focus Areas: ProgrammingCapacities and Dispositions: Perseverance,Collaboration, Critical Thinking, Creative ProblemSolving, Discovery* See Appendix B to learn more about how to read our learning pathways, Appendix C for a glossary, and Appendix D for a list of tools for educators.Learning for the Digital World: A Pan-Canadian K-12 Computer Science Education Framework24Capacities and Dispositions: Discovery, CriticalThinking, CollaborationCapacities and Dispositions: Citizenship, CriticalThinking

DATABy the end of high school, students should be able to explain how we use computers to crea

Learning for the Digital World: A Pan-Canadian K-12 Computer Science Education Framework One way to make access to Computer Science education more equitable is to present a vision for our future which would support greater alignment in Computer Science education