2020 New Jersey Student Learning Standards

2020 New Jersey Student Learning Standards – Computer Science and Design Thinking

Introduction

Computer Science and Design Thinking

New approaches necessary for solving the critical challenges that we face as a society will require harnessing the power of technology and computing.

Rapidly changing technologies and the proliferation of digital information have permeated and radically transformed learning, working, and everyday

life. To be well-educated, global-minded individuals in a computing-intensive world, students must have a clear understanding of the concepts and

practices of computer science. As education systems adapt to a vision of students who are not just computer users but also computationally literate

creators who are proficient in the concepts and practices of computer science and design thinking, engaging students in computational thinking and

human-centered approaches to design through the study of computer science and technology serves to prepare students to ethically produce and

critically consume technology.

Mission

Computer science and design thinking education prepares students to succeed in today's knowledge-based economy by providing equitable and

expanded access to high-quality, standards-based computer science and technological design education.

Vision

All students have equitable access to a rigorous computer science and design thinking education. Students will benefit from opportunities to engage in

high-quality technology programs that foster their ability to:

• develop and apply computational and design thinking to address real-world problems and design creative solutions;

• engage as collaborators, innovators, and entrepreneurs on a clear pathway to success through postsecondary education and careers;

• navigate the dynamic digital landscape to become healthy, productive, 21st century global-minded individuals; and

• participate in an inclusive and diverse computing culture that appreciates and incorporates perspectives from people of different genders,

ethnicities, and abilities.

New Jersey Department of Education

June 2020

Intent and Spirit of the Computer Science and Design Thinking Standards

All students receive computer science and design thinking instruction from Kindergarten through grade 12. The study of these disciplines focuses on

deep understanding of concepts that enable students to think critically and systematically about leveraging technology to solve local and global issues.

Authentic learning experiences that enable students to apply content knowledge, integrate concepts across disciplines, develop computational thinking

skills, acquire and incorporate varied perspectives, and communicate with diverse audiences about the use and effects of computing prepares New

Jersey students for college and careers.

Revised Standards

Framework for NJ Designed Standards

New to this version of the NJSLS-CS&DT are the following:

• Standard 8.1 Computer Science

o Computer Science, previously a strand entitled ‘Computational Thinking: Programming’ in standard 8.2 of the 2014 NJSLS-

Technology, outlines a comprehensive set of concepts and skills, such as data and analysis, algorithms and programming, a

mputing systems.

• S

tandard 8.2 Design Thinking

o This standard, previously standard 8.2 Technology Education of the 2014 NJSLS – Technology, outlines the technological desi

oncepts and skills essential for technological and engineering literacy. The new framework design, detailed previously, include

Engineering Design, Ethics and Culture, and the Effects of Technology on the Natural world among the disciplinary concepts.

* Please note that the concepts and skills previously included in 8.1 Educational Technology of the 2014 NJSLS – Technology have been

xpanded and integrated across multiple disciplinary concepts in the 2020 NJSLS – Career Readiness, Life Literacies, and Key Skills

standard 9.4. Given the ubiquity of technology, our students will continue to be required to demonstrate increasing levels of proficiency t

ccess, manage, evaluate, and synthesize information in their personal, academic, and professional lives. Therefore, the standards that wer

housed in one discipline have been enhanced and restructured to reflect the continued need for student learning in technology literacy, digital

citizenship, and information and media literacy.

The design of this version of the NJSLS – Computer Science and Design Thinking (NJSLS-CS&DT) is intended to:

• promote the development of curricula and learning experiences that reflect the vision and mission of computer science and design thinking as

stated in the beginning of this document;

• foster greater coherence and appropriate progressions across grade bands;

• prioritize the important ideas and core processes that are central to computing and have lasting value beyond the classroom; and

• reflect the habits of mind central to technology that lead to post-secondary success.

New Jersey Department of Education

June 2020

In this diagram:

• The Vision and Mission serve as the foundation for each content areas’ standards. They describe the important role of the discipline in the

world and reflect the various statutes, regulations, and policy.

• The Performance Expectations are the studs and serve as the framework for what students should know and be able to do. They incorporate the

knowledge and skills that are most important for students to know in order to be prepared for post-secondary success.

• The Disciplinary Concepts and Core Ideas are the joists and play an integral role in the framing by making connections among the

performance expectations. Core ideas help to prioritize the important ideas and core processes that are central to a discipline and have lasting

value beyond the classroom. They provide clear guidance as to what should be the focus of learning by the end of each grade band (i.e., end of

grades 2, 5, 8, and 12).

• The Practices are the roof and represent two key ideas. Positioned as the top of the house, they represent the apex of learning. The goal is for

students to internalize the practices (habits of mind) and be able to apply them to new situations outside the school environment. The practices

span across all aspects of the standards and are an integral part of K-12 students’ learning of the disciplines.

Practices

Disciplinary Concepts

and

Core Ideas

Performance

Expectations

Vision and Mission

New Jersey Department of Education

June 2020

Disciplinary Concepts and Core Ideas

Computing Systems

People interact with a wide variety of computing devices that collect, store, analyze, and act upon information in ways that can affect human

capabilities both positively and negatively. The physical components (hardware) and instructions (software) that make up a computing system

communicate and process information in digital form.

By the end of grade 2 By the end of grade 5 By the end of grade 8 By the end of grade 12

• Individuals use computing

devices to perform a variety

of tasks accurately and

quickly. Computing devices

interpret and follow the

instructions they are given

literally.

• A computing system is

composed of software and

hardware.

• Describing a problem is the

first step toward finding a

solution when computing

systems do not work as

expected.

• Computing devices may be

connected to other devices

to form a system as a way to

extend their capabilities.

• Software and hardware

work together as a system to

accomplish tasks (e.g.,

sending, receiving,

processing, and storing units

of information).

• Shared features allow for

common troubleshooting

strategies that can be

effective for many systems.

• The study of human-

computer interaction can

improve the design of

devices and extend the

abilities of humans.

• Software and hardware

determine a computing

system’s capability to store

and process information.

The design or selection of a

computing system involves

multiple considerations and

potential trade-offs.

• Troubleshooting a problem

is more effective when

knowledge of the specific

device along with a

systematic process is used to

identify the source of a

problem.

• The usability, dependability,

security, and accessibility of

devices within integrated

systems are important

considerations in their

design as they evolve.

• A computing system

involves interaction among

the user, hardware,

application software, and

system software.

• Successful troubleshooting

of complex problems

involves multiple

approaches including

research, analysis,

reflection, interaction with

peers, and drawing on past

experiences.

New Jersey Department of Education

June 2020

Networks and the Internet

Computing devices typically do not operate in isolation. Networks connect computing devices to share information and resources and are an

increasingly integral part of computing. Networks and communication systems provide greater connectivity in the computing world.

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• Computer networks can be

used to connect individuals

to other individuals, places,

information, and ideas. The

Internet enables individuals

to connect with others

worldwide.

• Connecting devices to a

network or the Internet

provides great benefits, but

care must be taken to use

authentication measures,

such as strong passwords, to

protect devices and

information from

unauthorized access.

• Information needs a physical

or wireless path to travel to

be sent and received.

• Distinguishing between

public and private

information is important for

safe and secure online

interactions.

• Information can be protected

using various security

measures (i.e., physical and

digital).

• Protocols, packets and

addressing are the key

components for reliable

delivery of information

across networks.

• The information sent and

received across networks

can be protected from

unauthorized access and

modification in a variety of

ways.

• The evolution of malware

leads to understanding the

key security measures and

best practices needed to

proactively address the

threat to digital data.

• The scalability and

reliability of the Internet are

enabled by the hierarchy and

redundancy in networks.

• Network topology is

determined by many

characteristics.

• Network security depends

on a combination of

hardware, software, and

practices that protect data

while it is at rest, in transit,

and in use.

• The needs of users and the

sensitivity of data determine

the level of security

implemented. Advanced

attacks take advantage of

common security

vulnerabilities.

Impacts of Computing

Computing affects many aspects of the world in both positive and negative ways at local, national, and global levels. Individuals and communities

influence computing through their behaviors and cultural and social interactions, and, in turn, computing influences new cultural practices.

By the end of grade 2 By the end of grade 5 By the end of grade 8 By the end of grade 12

Computing technology has

positively and negatively changed

the way individuals live and work

(e.g., entertainment,

communication, productivity

tools).

The development and

modification of computing

technology is driven by people’s

needs and wants and can affect

individuals differently.

• Advancements in computing

technology can change

individuals’ behaviors.

• Society is faced with trade-

offs due to the increasing

globalization and automation

that computing brings.

The design and use of computing

technologies and artifacts can

positively or negatively affect

equitable access to information

and opportunities.

New Jersey Department of Education

June 2020

Data & Analysis

Computing systems exist to process data. The amount of digital data generated in the world is rapidly expanding, so the need to process data effectively

is increasingly important. Data is collected and stored so that it can be analyzed to better understand the world and make more accurate predictions.

By the end of grade 2 By the end of grade 5 By the end of grade 8 By the end of grade 12

• Individuals collect, use, and

display data about

individuals and the world

around them.

• Computers store data that

can be retrieved later. Data

can be copied, stored in

multiple locations, and

retrieved.

• Data can be used to make

predictions about the world.

• Data can be organized,

displayed, and presented to

highlight relationships

• The type of data being

stored affects the storage

requirements.

• Individuals can select,

organize, and transform data

into different visual

representations and

communicate insights

gained from the data.

• Many factors influence the

accuracy of inferences and

predictions.

• People use digital devices

and tools to automate the

collection, use, and

transformation of data.

• The manner in which data is

collected and transformed is

influenced by the type of

digital device(s) available

and the intended use of the

data.

• Data is represented in many

formats. Software tools

translate the low-level

representation of bits into a

form understandable by

individuals. Data is

organized and accessible

based on the application

used to store it.

• The purpose of cleaning data

is to remove errors and make

it easier for computers to

process.

• Computer models can be

used to simulate events,

examine theories and

inferences, or make

predictions.

• Individuals select digital

tools and design automated

processes to collect,

transform, generalize,

simplify, and present large

data sets in different ways to

influence how other people

interpret and understand the

underlying information.

• Choices individuals make

about how and where data is

organized and stored affects

cost, speed, reliability,

accessibility, privacy, and

integrity.

• Large data sets can be

transformed, generalized,

simplified, and presented in

different ways to influence

how individuals interpret

and understand the

underlying information.

• The accuracy of predictions

or inferences made from a

computer model is affected

by the amount, quality, and

diversity of data.

New Jersey Department of Education

June 2020

Algorithms & Programming

An algorithm is a sequence of steps designed to accomplish a specific task. Algorithms are translated into programs, or code, to provide instructions for

computing devices. Algorithms and programming control all computing systems, empowering people to communicate with the world in new ways and

solve compelling problems.

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• Individuals develop and

follow directions as part of

daily life.

• A sequence of steps can be

expressed as an algorithm

that a computer can process.

• Real world information can

be stored and manipulated in

programs as data (e.g.,

numbers, words, colors,

images).

• Computers follow precise

sequences of steps that

automate tasks.

• Complex tasks can be

broken down into simpler

instructions, some of which

can be broken down even

further.

• People work together to

develop programs for a

purpose, such as expressing

ideas or addressing

problems.

• The development of a

program involves

identifying a sequence of

events, goals, and expected

outcomes, and addressing

errors (when necessary).

• Different algorithms can

achieve the same result.

• Some algorithms are more

appropriate for a specific use

than others.

• Programming languages

provide variables, which are

used to store and modify

data.

• A variety of control

structures are used to change

the flow of program

execution (e.g., sequences,

events, loops, conditionals).

• Programs can be broken

down into smaller parts to

facilitate their design,

implementation, and review.

Programs can also be

created by incorporating

smaller portions of programs

that already exist.

• Individuals develop

programs using an iterative

process involving design,

implementation, testing, and

review.

• Individuals design

algorithms that are reusable

in many situations.

• Algorithms that are readable

are easier to follow, test, and

debug.

• Programmers create

variables to store data values

of different types and

perform appropriate

operations on their values.

• Control structures are

selected and combined in

programs to solve more

complex problems.

• Programs use procedures to

organize code and hide

implementation

details. Procedures can be

repurposed in new

programs. Defining

parameters for procedures

can generalize behavior and

increase reusability.

• Individuals design and test

solutions to identify

problems taking into

consideration the diverse

needs of the users and the

community.

• Individuals evaluate and

select algorithms based on

performance, reusability,

and ease of implementation.

• Programmers choose data

structures to manage

program complexity based

on functionality, storage,

and performance trade-offs.

• Trade-offs related to

implementation, readability,

and program performance

are considered when

selecting and combining

control structures.

• Complex programs are

designed as systems of

interacting modules, each

with a specific role,

coordinating for a common

overall purpose. Modules

allow for better management

of complex tasks.

• Complex programs are

developed, tested, and

analyzed by teams drawing

on the members’ diverse

strengths using a variety of

resources, libraries, and

tools.

New Jersey Department of Education

June 2020

Engineering Design

People design for enjoyment and to solve problems, extend human capabilities, satisfy needs and wants, and improve the human condition. Engineering

Design, a systematic approach to creating solutions to technological problems and finding ways to meet people’s needs and desires, allows for the

effective and efficient development of products and systems.

By the end of grade 2 By the end of grade 5 By the end of grade 8 By the end of grade 12

• Engineering design is a

creative process for meeting

human needs or wants that

can result in multiple

solutions.

• Limitations (constraints)

must be considered when

engineering designs.

• Engineering design is a

systematic and creative

process of communicating

and collaborating to meet a

design challenge.

• Often, several design

solutions exist, each better in

some way than the others.

• Engineering design

requirements include desired

features and limitations that

need to be considered.

• Engineering design is a

systematic, creative and

iterative process used to

address local and global

problems.

• The process includes

generating ideas, choosing

the best solution, and

making, testing, and

redesigning models or

prototypes.

• Engineering design

requirements and

specifications involve

making trade-offs between

competing requirements and

desired design features.

• Engineering design is a

complex process in which

creativity, content

knowledge, research, and

analysis are used to address

local and global problems.

• Decisions on trade-offs

involve systematic

comparisons of all costs and

benefits, and final steps that

may involve redesigning for

optimization.

• Engineering design

evaluation, a process for

determining how well a

solution meets requirements,

involves systematic

comparisons between

requirements, specifications,

and constraints.

New Jersey Department of Education

June 2020

Interaction of Technology and Humans

Societies influence technological development. Societies are characterized by common elements such as shared values, differentiated roles, and cultural

norms, as well as by entities such as community institutions, organizations, and businesses. Interaction of Technology and Humans concerns the ways

society drives the improvement and creation of new technologies, and how technologies both serve and change society.

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• Human needs and desires

determine which new tools

are developed.

• Technology has changed the

way people live and work.

• Various tools can improve

daily tasks and quality of

life.

• Societal needs and wants

determine which new tools

are developed to address

real-world problems.

• A new tool may have

favorable or unfavorable

results as well as both

positive and negative effects

on society.

• Technology spurs new

businesses and careers.

• Economic, political, social,

and cultural aspects of

society drive development

of new technological

products, processes, and

systems.

• Technology interacts with

society, sometimes bringing

about changes in a society’s

economy, politics, and

culture, and often leading to

the creation of new needs

and wants.

• New needs and wants may

create strains on local

economies and workforces.

• Improvements in technology

are intended to make the

completion of tasks easier,

safer, and/or more efficient.

• Decisions to develop new

technology are driven by

societal and cultural

opinions and demands that

differ from culture to

culture.

• Changes caused by the

introduction and use of a

new technology can range

from gradual to rapid and

from subtle to obvious, and

can change over time. These

changes may vary from

society to society as a result

of differences in a society’s

economy, politics, and

culture.

New Jersey Department of Education

June 2020

Nature of Technology

Human population, patterns and movement focus on the size, composition, distribution, and movement of human populations and how they are

fundamental and active features on Earth’s surface. This includes understanding that the expansion and redistribution of the human population affects

patterns of settlement, environmental changes, and resource use. Patterns and movements of population also relate to physical phenomena including

climate variability, landforms, and locations of various natural hazards and their effects on population size, composition, and distribution.

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Innovation and the improvement

of existing technology involves

creative thinking.

• Technology innovation and

improvement may be

influenced by a variety of

factors.

• Engineers create and modify

technologies to meet

people’s needs and wants;

scientists ask questions

about the natural world.

• Technology advances

through the processes of

innovation and invention

which relies upon the

imaginative and inventive

nature of people.

• Sometimes a technology

developed for one purpose is

adapted to serve other

purposes.

• Engineers use a systematic

process of creating or

modifying technologies that

is fueled and constrained by

physical laws, cultural

norms, and economic

resources. Scientists use

systematic investigation to

understand the natural

world.

• Engineers use science,

mathematics, and other

disciplines to improve

technology. Increased

collaboration among

engineers, scientists, and

mathematicians can improve

their work and designs.

• Technology, product, or

system redesign can be more

difficult than the original

design.

New Jersey Department of Education

June 2020

Effects of Technology on the Natural World

Many of engineering and technology’s impacts on society and the environment are widely regarded as desirable. However, other impacts are regarded

as less desirable. Effects of Technology on the Natural World concerns the positive and negative ways that technologies affect the natural world.

By the end of grade 2 By the end of grade 5 By the end of grade 8 By the end of grade 12

• The use of technology

developed for the human

designed world can affect

the environment, including

land, water, air, plants, and

animals.

• Technologies that use

natural sources can have

negative effects on the

environment, its quality, and

inhabitants.

• Reusing and recycling

materials can save money

while preserving natural

resources and avoiding

damage to the environment.

• The technology developed

for the human designed

world can have unintended

consequences for the

environment.

• Technology must be

continually developed and

made more efficient to

reduce the need for non-

renewable resources.

• Resources need to be

utilized wisely to have

positive effects on the

environment and society.

• Some technological

decisions involve trade-offs

between environmental and

economic needs, while

others have positive effects

for both the economy and

environment.

• Development and

modification of any

technological system needs

to take into account how the

operation of the system will

affect natural resources and

ecosystems.

• Impacts of technological

systems on the environment

need to be monitored and

must inform decision-

making.

• Many technologies have

been designed to have a

positive impact on the

environment and to monitor

environmental change over

time.

New Jersey Department of Education

June 2020

Ethics & Culture

Ethics and Culture concerns the profound effects that technologies have on people, how those effects can widen or narrow disparities, and the

responsibility that people have for the societal consequences of their technological decisions.

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The availability of technology

for essential tasks varies in

different parts of the world.

Technological choices and

opportunities vary due to factors

such as differences in economic

resources, location, and cultural

values.

Technological disparities have

consequences for public health

and prosperity.

• The ability to ethically

integrate new technologies

requires deciding whether to

introduce a technology,

taking into consideration

local resources and the role

of culture in acceptance.

• Consequences of

technological use may be

different for different groups

of people and may change

over time.

• Since technological

decisions can have ethical

implications, it is essential

that individuals analyze

issues by gathering evidence

from multiple perspectives

and conceiving of

alternative possibilities

before proposing solutions.

New Jersey Department of Education

June 2020

Computer Science and Design Thinking Practices

The practices describe the behaviors and ways of thinking that computationally literate students use to fully engage in today’s data-rich and

interconnected world. Computational thinking is at the heart of the practices and refers to the thought processes involved in expressing solutions as

computational steps that can be carried out by a computer. It requires understanding the capabilities of computers, formulating problems addressed by a

computer, and designing algorithms that a computer can execute. Curriculum writers and educators will want to consider how they can design learning

experiences that will enable their students to develop these skills in conjunction with the content knowledge reflected in the core ideas and performance

expectations.

Practice Description

1 Fostering an Inclusive

Computing and Design

Culture

Building an inclusive and diverse computing culture requires strategies for incorporating perspectives from people of

different genders, ethnicities, and abilities. Incorporating these perspectives involves understanding the personal,

ethical, social, economic, and cultural contexts in which people operate. Considering the needs of diverse users during

the design process is essential to producing inclusive computational products. When engaging in this practice, students:

• Include the unique perspectives of others and reflect on one’s own perspectives when designing and developing

computational products.

• Address the needs of diverse end users during the design process to produce artifacts with broad accessibility

and usability.

• Employ self- and peer-advocacy to address bias in interactions, product design, and development methods.

2 Collaborating Around

Computing and Design

Collaborative computing is the process of performing a computational task by working on pairs in teams. Because it

involves asking for the contributions and feedback of others, effective collaboration can lead to better outcomes than

working independently. Collaboration requires individuals to navigate and incorporate diverse perspectives, conflicting

ideas, disparate skills, and distinct personalities. Students should use collaborative tools to effectively work together

and to create complex artifacts. When engaging in this practice, students:

• Cultivate working relationships with individuals possessing diverse perspectives, skills, and personalities.

• Create team norms, expectations, and equitable workloads to increase efficiency and effectiveness.

• Solicit and incorporate feedback from, and provide constructive feedback to, team members and other

stakeholders.

Evaluate and select technological tools that can be used to collaborate on a project.

New Jersey Department of Education

June 2020

Practice Description

3 Recognizing and

Defining Computational

Problems

The ability to recognize appropriate and worthwhile opportunities to apply computation is a skill that develops over

time and is central to computing. Solving a problem with a computational approach requires defining the problem,

breaking it down into parts, and evaluating each part to determine whether a computational solution is appropriate.

When engaging in this practice, students:

• Identify complex, interdisciplinary, real-world problems that can be solved computationally.

• Decompose complex real-world problems into manageable sub-problems that could integrate existing solutions

or procedures.

• Evaluate whether it is appropriate and feasible to solve a problem computationally.

4 Developing and Using

Abstractions

Abstractions are formed by identifying patterns and extracting common features from specific examples in order to

create generalizations. Using generalized solutions and parts of solutions designed for broad reuse simplifies the

development process by managing complexity. When engaging in this practice, students:

• Extract common features from a set of interrelated processes or complex phenomena.

• Evaluate existing technological functionalities and incorporate them into new designs.

• Create modules and develop points of interaction that can apply to multiple situations and reduce complexity.

• Model phenomena and processes and simulate systems to understand and evaluate potential outcomes.

5 Creating Computational

Artifacts

The process of developing computational artifacts embraces both creative expression and the exploration of ideas to

create prototypes and solve computational problems. Students create artifacts that are personally relevant or beneficial

to their community and beyond. Computational artifacts can be created by combining and modifying existing artifacts

or by developing new artifacts. Examples of computational artifacts include programs, simulations, visualizations,

digital animations, robotic systems, and apps. When engaging in this practice, students:

• Plan the development of a computational artifact using an iterative process that includes reflection on and

modification of the plan, taking into account key features, time and resource constraints, and user

expectations.

• Create a computational artifact for practical intent, personal expression, or to address a societal issue.

• Modify an existing artifact to improve or customize it.

New Jersey Department of Education

June 2020

Practice Description

6 Testing and Refining

Computational Artifacts

Testing and refinement is the deliberate and iterative process of improving a computational artifact. This process

includes debugging (identifying and fixing errors) and comparing actual outcomes to intended outcomes. Students also

respond to the changing needs and expectations of end users and improve the performance, reliability, usability, and

accessibility of artifacts. When engaging in this practice, students:

• Systematically test computational artifacts by considering all scenarios and using test cases.

• Identify and fix errors using a systematic process.

• Evaluate and refine a computational artifact, multiple times, to enhance its performance, reliability, usability,

and accessibility.

7 Communicating About

Computing and Design

Communication involves personal expression and exchanging ideas with others. In computer science, students

communicate with diverse audiences about the use and effects of computation and the appropriateness of computational

choices. Students write clear comments, document their work, and communicate their ideas through multiple forms of

media. Clear communication includes using precise language and carefully considering possible audiences. When

engaging in this practice, students:

• Select, organize, and interpret large data sets from multiple sources to support a claim.

• Describe, justify, and document computational and/or design processes and solutions using appropriate

terminology consistent with the intended audience and purpose.

• Articulate ideas responsibly by observing intellectual property rights and giving appropriate attribution.

New Jersey Department of Education

June 2020

Standards in Action: Climate Change

Although the future of work is unclear, thought leaders assert that artificial intelligence, the Internet of Things, robotics, and machine learning will be

ubiquitous in tomorrow’s workplaces (Malyn-Smith et al, 2018). This vision of the future includes a new machine age, where humans will shape

technology, technology will shape human interaction, and where technologies and humans will collaborate to discover and innovate (Mervis, 2016; Van

Opstal, Evans, Bates, & Knuckles, 2008).

At the core of computer science and design thinking education, is the goal to prepare students with the essential knowledge and skills to make their

local and global communities a better place to live. Learning experiences that enable students to apply content knowledge and employ computational

thinking skills prepare students for the work of tomorrow by proposing solutions concerning the balancing of societal, environmental, and economic

needs for a sustainable future. Further, leveraging topics such as computational sustainability and clean technology (Cleantech), technologies that either

reduce or optimize the use of natural resources while reducing the negative effect that technology has on the planet and its ecosystems, is essential for

developing a populace with the knowledge and skills necessary to mitigate the effects of climate change.

Structure of the NJSLS - Computer Science and Design Thinking

The core ideas are derived from the disciplinary concepts and students’ understandings increase in sophistication over time as they engage with these

ideas in new and varied contexts. The core ideas are what is most essential for students to learn and represent the knowledge and skills that they should

be able to apply to new situations outside of the school experience. Curriculum writers and educators can use these core ideas as the basis for formative,

summative, and benchmark assessments.

The performance expectations describe what students should know and be able to do. It is expected that curriculum writers and educators will bundle

these performance expectations together in meaningful ways as a basis for classroom instruction and to guide the creation of formative, summative, and

benchmark assessments.

Coding of Performance Expectations

To promote a unified vision of the NJSLS-CSDT, an abbreviated form of the disciplinary concepts is included in the alphanumeric code. The

disciplinary concepts are abbreviated as follows:

• Computing Systems (CS)

• Networks and the Internet (NI)

• Impacts of Computing (IC)

• Data & Analysis (DA)

• Algorithms & Programming (AP)

• Engineering Design (ED)

• Interaction of Technology and Humans (ITH)

• Nature of Technology (NT)

• Effects of Technology on the Natural World (ETW)

• Ethics & Culture (EC)

For each standard, the performance expectation code should be interpreted as follows (e.g., 8.1.2.NI.1):

8.1 2 NI 1

Standard

number

By the end

of grade

Disciplinary

Concept

Performance

Expectation

New Jersey Department of Education

June 2020

New Jersey Legislative Statutes and Administrative Code

Curriculum Development: Integration of 21st Century Skills and Themes and Interdisciplinary Connections

District boards of education shall be responsible for the review and continuous improvement of curriculum and instruction based upon changes in

knowledge, technology, assessment results, and modifications to the NJSLS, according to N.J.A.C. 6A:8-2.

1. District boards of education shall include interdisciplinary connections throughout the K–12 curriculum.

2. District boards of education shall integrate into the curriculum 21st century themes and skills (N.J.A.C. 6A:8-3.1(c).

Twenty-first century themes and skills integrated into all content standards areas (N.J.A.C. 6A:8-1.1(a)3).

“Twenty-first century themes and skills” means themes such as global awareness; financial, economic, business, and entrepreneurial literacy; civic

literacy; health literacy; learning and innovation skills, including creativity and innovation, critical thinking and problem solving, and communication

and collaboration; information, media, and technology skills; and life and career skills, including flexibility and adaptability, initiative and self-

direction, social and cross-cultural skills, productivity and accountability, and leadership and responsibility.

Computer Science Endorsement Law: N.J.S.A. 18A:26-2.26

The State Board of Education shall authorize a computer science education endorsement to the instructional certificate. The endorsement shall

authorize the holder to teach computer science in all public schools, and shall be required to teach computer science in grades 9 through 12 beginning at

such time as the State board determines that there is a sufficient number of teachers holding the computer science education endorsement to make the

requirement feasible.

Offer Courses in Computer Science Law: N.J.S.A. 18A:7C-1.1

No later than the beginning of the 2018-2019 school year, each public school enrolling students in grades nine through 12, other than a county

vocational school district, shall offer a course in computer science. The course shall include, but need not be limited to, instruction in computational

thinking, computer programming, the appropriate use of the Internet and development of Internet web pages, data security and the prevention of data

breaches, ethical matters in computer science, and the global impact of advancements in computer science.

Certain Computer Science Course may satisfy credit requirement: N.J.S.A. 18A:7C-2.1

Beginning with the 2016-2017 grade nine class, the State Board of Education shall require that the local graduation requirements adopted by a board of

education permit an Advanced Placement computer science course to satisfy a part of the total credit requirement in mathematics. For an Advanced

Placement computer science course to satisfy a part of the mathematics credit requirement, the student must be concurrently enrolled in or have

successfully completed algebra 1 and geometry or the content equivalent.

Amistad Law: N.J.S.A. 18A 52:16A-88

Every board of education shall incorporate the information regarding the contributions of African-Americans to our country in an appropriate place in

the curriculum of elementary and secondary school students.

Holocaust Law: N.J.S.A. 18A:35-28

Every board of education shall include instruction on the Holocaust and genocides in an appropriate place in the curriculum of all elementary and

secondary school pupils. The instruction shall further emphasize the personal responsibility that each citizen bears to fight racism and hatred whenever

and wherever it happens.

New Jersey Department of Education

June 2020

LGBT and Disabilities Law: N.J.S.A. 18A:35-4.35

A board of education shall include instruction on the political, economic, and social contributions of persons with disabilities and lesbian, gay, bisexual,

and transgender people, in an appropriate place in the curriculum of middle school and high school students as part of the district’s implementation of

the New Jersey Student Learning Standards (N.J.S.A.18A:35-4.36

) A board of education shall have policies and procedures in place pertaining to the

selection of instructional materials to implement the requirements of N.J.S.A. 18A:35-4.35.

References

Aho, A.V. (2011, January) Computation and Computational Thinking. ACM Ubiquity, 1, 1-8.

Barr, V., & Stephenson, C. (2011). Bringing Computational Thinking to K–12: What is Involved and What is the Role of the Computer Science

Education Community? ACM Inroads, 2, 48–54.

Brennan, K., & Resnick, M. (2012). Using Artifact-based Interviews to Study the Development of Computational Thinking in Interactive Media

Design. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC, Canada.

Bundy, A. (2007). Computational Thinking is Pervasive. Journal of Scientific and Practical Computing, 1, 67–69.

Wing, J. (2011). Research notebook: Computational Thinking—What and Why. The Link Magazine, 6. Retrieved from

http://www.cs.cmu.edu/~CompThink/resources/TheLinkWing.pdf.

Flannery, L. P., Kazakoff, E. R., Bontá, P., Silverman, B., Bers, M. U., & Resnick, M. (2013, June). Designing ScratchJr: Support for Early Childhood

Learning through Computer Programming. In Proceedings of the 12th International Conference on Interaction Design and Children (pp. 1–10).

Gomes, C. P. (2009). Computational Sustainability: Computational Methods for a Sustainable Environment, Economy, and Society. The Bridge, 39(4),

5-13.

International Society for Technology in Education. (2016). ISTE Standards for Students

. Retrieved from

https://www.iste.org/resources/product?id=3879&childProduct=3848.

International Technology Education Association. (2007). Standards for technological literacy. Res-ton, VA: Author.

Lee, I. (2016). Reclaiming the roots of CT. CSTA Voice: The Voice of K–12 Computer Science Education and Its Educators

, 12(1), 3–4. Retrieved

from http://cadrek12.org/resources/csta-voice-voice-k%E2%80%9312-computer-science-education-and-its-educators.

Malyn-Smith, J., Blustein, D., Pillai, S., Parker, C. E., Gutowski, E., & Diamonti, A. J. (2018, March). Building the Foundational Skills Needed for

Success in Work at the Human-Technology Frontier. In Conference proceedings (p. 345). libreriauniversitaria. it Edizioni.

Marzano, R. J. (2004). Building Background Knowledge for Academic Achievement: Research on What Works in Schools. Alexandria, VA:

Association for Supervision and Curriculum Development

Mervis, J. (2016). NSF Director Unveils Big Ideas. Science, 352(6287), 755–756

National Academy of Engineering. (2006). Tech Tally: Approaches to Assessing Technological Literacy. Washington, DC: National Academies Press.

New Jersey Department of Education

June 2020

National Academy of Engineering & National Research Council. (2002). Technically Speaking: Why All Americans Need to Know More about

Technology. Washington, DC: National Academies Press.

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for

Mathematics. Washington DC: Author.

National Research Council. (2009). Engineering in K-12 education: Understanding the Status and Improving the Prospects. Washington, DC: National

Academies Press.

National Science Foundation. (2008). Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge. Washington, DC:

Author.

Next Generation Science Standards Lead States. (2013). Next Generation Science Standards: For States, by States. Washington, DC: The National

Academies Press.

Organisation for Economic Co-operation and Development. (2006). Are Students Ready for a Technology-Rich World? Paris: Author.

Organisation for Economic Co-operation and Development. (2007). PISA 2006: Science Competencies for Tomorrow’s World. Paris: Author.

Orkwis, R., & McLane, K. (1998). A Curriculum Every Student Can Use: Design Principles for Student Access. ERIC/OSEP Topical Brief. (No.

ED423654). Reston, VA: U.S. Department of Education, Office of Special Education Projects.

Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas. NY: Basic Books.

Shakrani, S. M. & Pearson, G. (2008). NAEP 2012 Technological Literacy Framework and Specifications Development: Issues and Recommendations.

Washington, DC: National Assessment Governing Board.

Wing, J. M. (2006, March). Computational thinking. Communications of the ACM, 49(3), 33–35.

Wing, J. M. (2008). Computational Thinking and Thinking about Computing. Philosophical Transactions of the Royal Society, 366(1881), 3717–3725.

Van Opstal, D., Evans, C., Bates, B., & Knuckles, J. (2008). Thrive: The Skills Imperative. Washington, DC: Council on Competitiveness.

New Jersey Department of Education

June 2020

2020 New Jersey Student Learning Standards – Computer Science and Design Thinking

8.1 Computer Science by the End of Grade 2

Computing Systems

Core Idea Performance Expectations

Individuals use computing devices to perform

a variety of tasks accurately and quickly.

Computing devices interpret and follow the

instructions they are given literally.

8.1.2.CS.1: Select and operate computing devices that perform a variety of tasks accurately and

quickly based on user needs and preferences.

A computing system is composed of software

and hardware.

8.1.2.CS.2: Explain the functions of common software and hardware components of computing

systems.

Describing a problem is the first step toward

finding a solution when computing systems do

not work as expected.

8.1.2.CS.3: Describe basic hardware and software problems using accurate terminology.

Networks and the Internet

Core Idea Performance Expectations

Computer networks can be used to connect

individuals to other individuals, places,

information, and ideas. The Internet enables

individuals to connect with others worldwide.

• 8.1.2.NI.1: Model and describe how individuals use computers to connect to other individuals,

places, information, and ideas through a network.

• 8.1.2.NI.2: Describe how the Internet enables individuals to connect with others worldwide.

New Jersey Department of Education

June 2020

Core Idea Performance Expectations

Connecting devices to a network or the

Internet provides great benefits, but care must

be taken to use authentication measures, such

as strong passwords, to protect devices and

information from unauthorized access.

• 8.1.2.NI.3: Create a password that secures access to a device. Explain why it is important to

create unique passwords that are not shared with others.

• 8.1.2.NI.4: Explain why access to devices need to be secured.

Impacts of Computing

Core Idea Performance Expectations

Computing technology has positively and

negatively changed the way individuals live

and work (e.g., entertainment, communication,

productivity tools).

8.1.2.IC.1: Compare how individuals live and work before and after the implementation of new

computing technology.

Data & Analysis

Core Idea Performance Expectations

Individuals collect, use, and display data about

individuals and the world around them.

8.1.2.DA.1: Collect and present data, including climate change data, in various visual formats.

Computers store data that can be retrieved

later. Data can be copied, stored in multiple

locations, and retrieved.

8.1.2.DA.2: Store, copy, search, retrieve, modify, and delete data using a computing device.

Data can be used to make predictions about the

world.

• 8.1.2.DA.3: Identify and describe patterns in data visualizations.

• 8.1.2.DA.4: Make predictions based on data using charts or graphs.

New Jersey Department of Education

June 2020

Algorithms & Programming

Core Idea Performance Expectations

Individuals develop and follow directions as

part of daily life.

A sequence of steps can be expressed as an

algorithm that a computer can process.

8.1.2.AP.1: Model daily processes by creating and following algorithms to complete tasks.

Real world information can be stored and

manipulated in programs as data (e.g.,

numbers, words, colors, images).

8.1.2.AP.2: Model the way programs store and manipulate data by using numbers or other

symbols to represent information.

Computers follow precise sequences of steps

that automate tasks.

8.1.2.AP.3: Create programs with sequences and simple loops to accomplish tasks.

Complex tasks can be broken down into

simpler instructions, some of which can be

broken down even further.

8.1.2.AP.4: Break down a task into a sequence of steps.

People work together to develop programs for

a purpose, such as expressing ideas or

addressing problems.

The development of a program involves

identifying a sequence of events, goals, and

expected outcomes, and addressing errors

(when necessary).

• 8.1.2.AP.5: Describe a program’s sequence of events, goals, and expected outcomes.

• 8.1.2.AP.6: Debug errors in an algorithm or program that includes sequences and simple loops.

New Jersey Department of Education

June 2020

2020 New Jersey Student Learning Standards – Computer Science and Design Thinking

8.1 Computer Science by the End of Grade 5

Computing Systems

Core Idea Performance Expectations

Computing devices may be connected to other

devices to form a system as a way to extend

their capabilities.

8.1.5.CS.1: Model how computing devices connect to other components to form a system.

Software and hardware work together as a

system to accomplish tasks (e.g., sending,

receiving, processing, and storing units of

information).

8.1.5.CS.2: Model how computer software and hardware work together as a system to

accomplish tasks.

Shared features allow for common

troubleshooting strategies that can be effective

for many systems.

8.1.5.CS.3: Identify potential solutions for simple hardware and software problems using

common troubleshooting strategies.

Networks and the Internet

Core Idea Performance Expectations

Information needs a physical or wireless path

to travel to be sent and received.

8.1.5.NI.1: Develop models that successfully transmit and receive information using both wired

and wireless methods.

New Jersey Department of Education

June 2020

Core Idea Performance Expectations

Distinguishing between public and private

information is important for safe and secure

online interactions.

Information can be protected using various

security measures (i.e., physical and digital).

8.1.5.NI.2: Describe physical and digital security measures for protecting sensitive personal

information.

Impacts of Computing

Core Idea Performance Expectations

The development and modification of

computing technology is driven by

individual’s needs and wants and can affect

individuals differently.

• 8.1.5.IC.1: Identify computing technologies that have impacted how individuals live and work

and describe the factors that influenced the changes.

• 8.1.5.IC.2: Identify possible ways to improve the accessibility and usability of computing

technologies to address the diverse needs and wants of users.

Data & Analysis

Core Idea Performance Expectations

Data can be organized, displayed, and

presented to highlight relationships.

8.1.5.DA.1: Collect, organize, and display data in order to highlight relationships or support a

claim.

The type of data being stored affects the

storage requirements.

8.1.5.DA.2: Compare the amount of storage space required for different types of data.

Individuals can select, organize, and transform

data into different visual representations and

communicate insights gained from the data.

• 8.1.5.DA.3: Organize and present collected data visually to communicate insights gained from

different views of the data.

• 8.1.5.DA.4: Organize and present climate change data visually to highlight relationships or

support a claim.

Many factors influence the accuracy of

inferences and predictions.

8.1.5.DA.5: Propose cause and effect relationships, predict outcomes, or communicate ideas

using data.

New Jersey Department of Education

June 2020

Algorithms & Programming

Core Idea Performance Expectations

Different algorithms can achieve the same

result.

Some algorithms are more appropriate for a

specific use than others.

8.1.5.AP.1: Compare and refine multiple algorithms for the same task and determine which is the

most appropriate.

Programming languages provide variables,

which are used to store and modify data.

8.1.5.AP.2: Create programs that use clearly named variables to store and modify data.

A variety of control structures are used to

change the flow of program execution (e.g.,

sequences, events, loops, conditionals).

8.1.5.AP.3: Create programs that include sequences, events, loops, and conditionals.

Programs can be broken down into smaller

parts to facilitate their design, implementation,

and review. Programs can also be created by

incorporating smaller portions of programs

that already exist.

• 8.1.5.AP.4: Break down problems into smaller, manageable sub-problems to facilitate program

development.

• 8.1.5.AP.5: Modify, remix, or incorporate pieces of existing programs into one’s own work to

add additional features or create a new program.

Individuals develop programs using an

iterative process involving design,

implementation, testing, and review.

8.1.5.AP.6: Develop programs using an iterative process, implement the program design, and test

the program to ensure it works as intended.

New Jersey Department of Education

June 2020

2020 New Jersey Student Learning Standards – Computer Science and Design Thinking

8.1 Computer Science by the End of Grade 8

Computing Systems

Core Idea Performance Expectations

The study of human–computer interaction can

improve the design of devices and extend the

abilities of humans.

8.1.8.CS.1: Recommend improvements to computing devices in order to improve the ways users

interact with the devices.

Software and hardware determine a computing

system’s capability to store and process

information. The design or selection of a

computing system involves multiple

considerations and potential trade-offs.

• 8.1.8.CS.2: Design a system that combines hardware and software components to process data.

• 8.1.8.CS.3: Justify design decisions and explain potential system trade-offs.

Troubleshooting a problem is more effective

when knowledge of the specific device along

with a systematic process is used to identify

the source of a problem.

8.1.8.CS.4: Systematically apply troubleshooting strategies to identify and resolve hardware and

software problems in computing systems.

Networks and the Internet

Core Idea Performance Expectations

Protocols, packets, and addressing are the key

components for reliable delivery of

information across networks.

• 8.1.8.NI.1: Model how information is broken down into smaller pieces, transmitted as addressed

packets through multiple devices over networks and the Internet, and reassembled at the

destination.

• 8.1.8.NI.2: Model the role of protocols in transmitting data across networks and the Internet and

how they enable secure and errorless communication.

New Jersey Department of Education

June 2020

Core Idea Performance Expectations

The information sent and received across

networks can be protected from unauthorized

access and modification in a variety of ways.

The evolution of malware leads to

understanding the key security measures and

best practices needed to proactively address

the threat to digital data.

• 8.1.8.NI.3: Explain how network security depends on a combination of hardware, software, and

practices that control access to data and systems.

• 8.1.8.NI.4: Explain how new security measures have been created in response to key malware

events.

Impacts of Computing

Core Idea Performance Expectations

Advancements in computing technology can

change individuals’ behaviors.

Society is faced with trade-offs due to the

increasing globalization and automation that

computing brings.

• 8.1.8.IC.1: Compare the trade-offs associated with computing technologies that affect

individual’s everyday activities and career options.

• 8.1.8.IC.2: Describe issues of bias and accessibility in the design of existing technologies.

New Jersey Department of Education

June 2020

Data & Analysis

Core Idea Performance Expectations

People use digital devices and tools to

automate the collection, use, and

transformation of data.

The manner in which data is collected and

transformed is influenced by the type of digital

device(s) available and the intended use of the

data.

8.1.8.DA.1: Organize and transform data collected using computational tools to make it usable

for a specific purpose.

Data is represented in many formats. Software

tools translate the low-level representation of

bits into a form understandable by individuals.

Data is organized and accessible based on the

application used to store it.

• 8.1.8.DA.2: Explain the difference between how the computer stores data as bits and how the

data is displayed.

• 8.1.8.DA.3: Identify the appropriate tool to access data based on its file format.

The purpose of cleaning data is to remove

errors and make it easier for computers to

process.

• 8.1.8.DA.4: Transform data to remove errors and improve the accuracy of the data for analysis.

Computer models can be used to simulate

events, examine theories and inferences, or

make predictions.

• 8.1.8.DA.5: Test, analyze, and refine computational models.

• 8.1.8.DA.6: Analyze climate change computational models and propose refinements.

New Jersey Department of Education

June 2020

Algorithms & Programming

Core Idea Performance Expectations

Individuals design algorithms that are reusable

in many situations.

Algorithms that are readable are easier to

follow, test, and debug.

8.1.8.AP.1: Design and illustrate algorithms that solve complex problems using flowcharts and/or

pseudocode.

Programmers create variables to store data

values of different types and perform

appropriate operations on their values.

8.1.8.AP.2: Create clearly named variables that represent different data types and perform

operations on their values.

Control structures are selected and combined

in programs to solve more complex problems.

8.1.8.AP.3: Design and iteratively develop programs that combine control structures, including

nested loops and compound conditionals.

Programs use procedures to organize code and

hide implementation details. Procedures can be

repurposed in new programs. Defining

parameters for procedures can generalize

behavior and increase reusability.

• 8.1.8.AP.4: Decompose problems and sub-problems into parts to facilitate the design,

implementation, and review of programs.

• 8.1.8.AP.5: Create procedures with parameters to organize code and make it easier to reuse.

Individuals design and test solutions to identify

problems taking into consideration the diverse

needs of the users and the community.

• 8.1.8.AP.6: Refine a solution that meets users’ needs by incorporating feedback from team

members and users.

• 8.1.8.AP.7: Design programs, incorporating existing code, media, and libraries, and give

attribution.

• 8.1.8.AP.8: Systematically test and refine programs using a range of test cases and users.

• 8.1.8.AP.9: Document programs in order to make them easier to follow, test, and debug.

New Jersey Department of Education

June 2020

2020 New Jersey Student Learning Standards – Computer Science and Design Thinking

8.1 Computer Science by the End of Grade 12

Computing Systems

Core Idea Performance Expectations

The usability, dependability, security, and

accessibility of devices within integrated

systems are important considerations in their

design as they evolve.

8.1.12.CS.1: Describe ways in which integrated systems hide underlying implementation details

to simplify user experiences.

A computing system involves interaction

among the user, hardware, application

software, and system software.

• 8.1.12.CS.2: Model interactions between application software, system software, and hardware.

• 8.1.12.CS.3: Compare the functions of application software, system software, and hardware.

Successful troubleshooting of complex

problems involves multiple approaches

including research, analysis, reflection,

interaction with peers, and drawing on past

experiences.

8.1.12.CS.4: Develop guidelines that convey systematic troubleshooting strategies that others can

use to identify and fix errors.

New Jersey Department of Education

June 2020

Networks and the Internet

Core Idea Performance Expectations

The scalability and reliability of the Internet

are enabled by the hierarchy and redundancy

in networks.

Network topology is determined by many

characteristics.

8.1.12.NI.1: Evaluate the scalability and reliability of networks, by describing the relationship

between routers, switches, servers, topology, and addressing.

Network security depends on a combination of

hardware, software, and practices that protect

data while it is at rest, in transit, and in use.

The needs of users and the sensitivity of data

determine the level of security implemented.

Advanced attacks take advantage of common

security vulnerabilities.

• 8.1.12.NI.2: Evaluate security measures to address various common security threats.

• 8.1.12.NI.3: Explain how the needs of users and the sensitivity of data determine the level of

security implemented.

• 8.1.12.NI.4: Explain how decisions on methods to protect data are influenced by whether the data

is at rest, in transit, or in use.

Impacts of Computing

Core Idea Performance Expectations

The design and use of computing technologies

and artifacts can positively or negatively affect

equitable access to information and

opportunities.

• 8.1.12.IC.1: Evaluate the ways computing impacts personal, ethical, social, economic, and

cultural practices.

• 8.1.12.IC.2: Test and refine computational artifacts to reduce bias and equity deficits.

• 8.1.12.IC.3: Predict the potential impacts and implications of emerging technologies on larger

social, economic, and political structures, using evidence from credible sources.

New Jersey Department of Education

June 2020

Data & Analysis

Core Idea Performance Expectations

Individuals select digital tools and design

automated processes to collect, transform,

generalize, simplify, and present large data

sets in different ways to influence how other

people interpret and understand the underlying

information.

8.1.12.DA.1: Create interactive data visualizations using software tools to help others better

understand real world phenomena, including climate change.

Choices individuals make about how and

where data is organized and stored affects cost,

speed, reliability, accessibility, privacy, and

integrity.

• 8.1.12.DA.2: Describe the trade-offs in how and where data is organized and stored.

• 8.1.12.DA.3: Translate between decimal numbers and binary numbers.

• 8.1.12.DA.4: Explain the relationship between binary numbers and the storage and use of data in

a computing device.

Large data sets can be transformed,

generalized, simplified, and presented in

different ways to influence how individuals

interpret and understand the underlying

information.

8.1.12.DA.5: Create data visualizations from large data sets to summarize, communicate, and

support different interpretations of real-world phenomena.

The accuracy of predictions or inferences

made from a computer model is affected by

the amount, quality, and diversity of data.

8.1.12.DA.6: Create and refine computational models to better represent the relationships among

different elements of data collected from a phenomenon or process.

Algorithms & Programming

Core Idea Performance Expectations

Individuals evaluate and select algorithms

based on performance, reusability, and ease of

implementation.

8.1.12.AP.1: Design algorithms to solve computational problems using a combination of original

and existing algorithms.

Programmers choose data structures to manage

program complexity based on functionality,

storage, and performance trade-offs.

8.1.12.AP.2: Create generalized computational solutions using collections instead of repeatedly

using simple variables.

New Jersey Department of Education

June 2020

Core Idea Performance Expectations

Trade-offs related to implementation,

readability, and program performance are

considered when selecting and combining

control structures.

• 8.1.12.AP.3: Select and combine control structures for a specific application based upon

performance and readability, and identify trade-offs to justify the choice.

• 8.1.12.AP.4: Design and iteratively develop computational artifacts for practical intent, personal

expression, or to address a societal issue.

Complex programs are designed as systems of

interacting modules, each with a specific role,

coordinating for a common overall purpose.

Modules allow for better management of

complex tasks.

• 8.1.12.AP.5: Decompose problems into smaller components through systematic analysis, using

constructs such as procedures, modules, and/or objects.

• 8.1.12.AP.6: Create artifacts by using procedures within a program, combinations of data and

procedures, or independent but interrelated programs.

Complex programs are developed, tested, and

analyzed by teams drawing on the members’

diverse strengths using a variety of resources,

libraries, and tools.

• 8.1.12.AP.7: Collaboratively design and develop programs and artifacts for broad audiences by

incorporating feedback from users.

• 8.1.12.AP.8: Evaluate and refine computational artifacts to make them more usable and

accessible.

• 8.1.12.AP.9: Collaboratively document and present design decisions in the development of

complex programs.

New Jersey Department of Education

June 2020

2020 New Jersey Student Learning Standards – Computer Science and Design Thinking

8.2 Design Thinking by the End of Grade 2

Engineering Design

Core Idea Performance Expectations

Engineering design is a creative process for

meeting human needs or wants that can result

in multiple solutions.

• 8.2.2.ED.1: Communicate the function of a product or device.

• 8.2.2.ED.2: Collaborate to solve a simple problem, or to illustrate how to build a product using

the design process.

• 8.2.2.ED.3: Select and use appropriate tools and materials to build a product using the design

process.

Limitations (constraints) must be considered

when engineering designs.

8.2.2.ED.4: Identify constraints and their role in the engineering design process.

Interaction of Technology and Humans

Core Idea Performance Expectations

Human needs and desires determine which

new tools are developed.

• 8.2.2.ITH.1: Identify products that are designed to meet human wants or needs.

• 8.2.2.ITH.2: Explain the purpose of a product and its value.

Technology has changed the way people live

and work.

Various tools can improve daily tasks and

quality of life.

• 8.2.2.ITH.3: Identify how technology impacts or improves life.

• 8.2.2.ITH.4: Identify how various tools reduce work and improve daily tasks.

• 8.2.2.ITH.5: Design a solution to a problem affecting the community in a collaborative team and

explain the intended impact of the solution.

New Jersey Department of Education

June 2020

Nature of Technology

Core Idea Performance Expectations

Innovation and the improvement of existing

technology involves creative thinking.

• 8.2.2.NT.1: Model and explain how a product works after taking it apart, identifying the

relationship of each part, and putting it back together.

• 8.2.2.NT.2: Brainstorm how to build a product, improve a designed product, fix a product that

has stopped working, or solve a simple problem.

Effects of Technology on the Natural World

Core Idea Performance Expectations

The use of technology developed for the

human designed world can affect the

environment, including land, water, air, plants,

and animals.

Technologies that use natural sources can have

negative effects on the environment, its

quality, and inhabitants.

Reusing and recycling materials can save

money while preserving natural resources and

avoiding damage to the environment.

• 8.2.2.ETW.1: Classify products as resulting from nature or produced as a result of technology.

• 8.2.2.ETW.2: Identify the natural resources needed to create a product.

• 8.2.2.ETW.3: Describe or model the system used for recycling technology.

• 8.2.2.ETW.4: Explain how the disposal of or reusing a product affects the local and global

environment.

Ethics & Culture

Core Idea Performance Expectations

The availability of technology for essential

tasks varies in different parts of the world.

8.2.2.EC.1: Identify and compare technology used in different schools, communities, regions, and

parts of the world.

New Jersey Department of Education

June 2020

2020 New Jersey Student Learning Standards – Computer Science and Design Thinking

8.2 Design Thinking by the End of Grade 5

Engineering Design

Core Idea Performance Expectations

Engineering design is a systematic and creative

process of communicating and collaborating to

meet a design challenge.

Often, several design solutions exist, each

better in some way than the others.

• 8.2.5.ED.1: Explain the functions of a system and its subsystems.

• 8.2.5.ED.2: Collaborate with peers to collect information, brainstorm to solve a problem, and

evaluate all possible solutions to provide the best results with supporting sketches or models.

• 8.2.5.ED.3: Follow step by step directions to assemble a product or solve a problem, using

appropriate tools to accomplish the task.

Engineering design requirements include

desired features and limitations that need to be

considered.

• 8.2.5.ED.4: Explain factors that influence the development and function of products and systems

(e.g., resources, criteria, desired features, constraints).

• 8.2.5.ED.5: Describe how specifications and limitations impact the engineering design process.

• 8.2.5.ED.6: Evaluate and test alternative solutions to a problem using the constraints and trade-

offs identified in the design process.

Interaction of Technology and Humans

Core Idea Performance Expectations

Societal needs and wants determine which new

tools are developed to address real-world

problems.

8.2.5.ITH.1: Explain how societal needs and wants influence the development and function of a

product and a system.

A new tool may have favorable or unfavorable

results as well as both positive and negative

effects on society.

Technology spurs new businesses and careers.

• 8.2.5.ITH.2: Evaluate how well a new tool has met its intended purpose and identify any

shortcomings it might have.

• 8.2.5.ITH.3: Analyze the effectiveness of a new product or system and identify the positive

and/or negative consequences resulting from its use.

• 8.2.5.ITH.4: Describe a technology/tool that has made the way people live easier or has led to a

new business or career.

New Jersey Department of Education

June 2020

Nature of Technology

Core Idea Performance Expectations

Technology innovation and improvement may

be influenced by a variety of factors.

Engineers create and modify technologies to

meet people’s needs and wants; scientists ask

questions about the natural world.

• 8.2.5.NT.1: Troubleshoot a product that has stopped working and brainstorm ideas to correct the

problem.

• 8.2.5.NT.2: Identify new technologies resulting from the demands, values, and interests of

individuals, businesses, industries, and societies.

• 8.2.5.NT.3: Redesign an existing product for a different purpose in a collaborative team.

• 8.2.5.NT.4: Identify how improvement in the understanding of materials science impacts

technologies.

Effects of Technology on the Natural World

Core Idea Performance Expectations

The technology developed for the human

designed world can have unintended

consequences for the environment.

Technology must be continually developed

and made more efficient to reduce the need for

non-renewable resources.

• 8.2.5.ETW.1: Describe how resources such as material, energy, information, time, tools, people,

and capital are used in products or systems.

• 8.2.5.ETW.2: Describe ways that various technologies are used to reduce improper use of

resources.

• 8.2.5.ETW.3: Explain why human-designed systems, products, and environments need to be

constantly monitored, maintained, and improved.

• 8.2.5.ETW.4: Explain the impact that resources, such as energy and materials used to develop

technology, have on the environment.

• 8.2.5.ETW.5: Identify the impact of a specific technology on the environment and determine

what can be done to increase positive effects and to reduce any negative effects, such as climate

change.

Ethics & Culture

Core Idea Performance Expectations

Technological choices and opportunities vary

due to factors such as differences in economic

resources, location, and cultural values.

8.2.5.EC.1: Analyze how technology has contributed to or reduced inequities in local and global

communities and determine its short- and long-term effects.

New Jersey Department of Education

June 2020

2020 New Jersey Student Learning Standards – Computer Science and Design Thinking

8.2 Design Thinking by the End of Grade 8

Engineering Design

Core Idea Performance Expectations

Engineering design is a systematic, creative,

and iterative process used to address local and

global problems.

The process includes generating ideas,

choosing the best solution, and making,

testing, and redesigning models or prototypes.

• 8.2.8.ED.1: Evaluate the function, value, and aesthetics of a technological product or system,

from the perspective of the user and the producer.

• 8.2.8.ED.2: Identify the steps in the design process that could be used to solve a problem.

• 8.2.8.ED.3: Develop a proposal for a solution to a real-world problem that includes a model (e.g.,

physical prototype, graphical/technical sketch).

• 8.2.8.ED.4: Investigate a malfunctioning system, identify its impact, and explain the step-by-step

process used to troubleshoot, evaluate, and test options to repair the product in a collaborative

team.

Engineering design requirements and

specifications involve making trade-offs

between competing requirements and desired

design features.

• 8.2.8.ED.5: Explain the need for optimization in a design process.

• 8.2.8.ED.6: Analyze how trade-offs can impact the design of a product.

• 8.2.8.ED.7: Design a product to address a real-world problem and document the iterative design

process, including decisions made as a result of specific constraints and trade-offs (e.g.,

annotated sketches).

Interaction of Technology and Humans

Core Idea Performance Expectations

Economic, political, social and cultural aspects

of society drive development of new

technological products, processes, and

systems.

8.2.8.ITH.1: Explain how the development and use of technology influences economic, political,

social, and cultural issues.

New Jersey Department of Education

June 2020

Core Idea Performance Expectations

Technology interacts with society, sometimes

bringing about changes in a society’s

economy, politics, and culture, and often

leading to the creation of new needs and

wants.

New needs and wants may create strains on

local economies and workforces.

Improvements in technology are intended to

make the completion of tasks easier, safer,

and/or more efficient.

• 8.2.8.ITH.2: Compare how technologies have influenced society over time.

• 8.2.8.ITH.3: Evaluate the impact of sustainability on the development of a designed product or

system.

• 8.2.8.ITH.4: Identify technologies that have been designed to reduce the negative consequences

of other technologies and explain the change in impact.

• 8.2.8.ITH.5: Compare the impacts of a given technology on different societies, noting factors that

may make a technology appropriate and sustainable in one society but not in another.

Nature of Technology

Core Idea Performance Expectations

Technology advances through the processes of

innovation and invention which relies upon the

imaginative and inventive nature of people.

Sometimes a technology developed for one

purpose is adapted to serve other purposes.

Engineers use a systematic process of creating

or modifying technologies that is fueled and

constrained by physical laws, cultural norms,

and economic resources. Scientists use

systematic investigation to understand the

natural world.

• 8.2.8.NT.1: Examine a malfunctioning tool, product, or system and propose solutions to the

problem.

• 8.2.8.NT.2: Analyze an existing technological product that has been repurposed for a different

function.

• 8.2.8.NT.3: Examine a system, consider how each part relates to other parts, and redesign it for

another purpose.

• 8.2.8.NT.4: Explain how a product designed for a specific demand was modified to meet a new

demand and led to a new product.

New Jersey Department of Education

June 2020

Effects of Technology on the Natural World

Core Idea Performance Expectations

Resources need to be utilized wisely to have

positive effects on the environment and

society.

Some technological decisions involve trade-

offs between environmental and economic

needs, while others have positive effects for

both the economy and environment.

• 8.2.8.ETW.1: Illustrate how a product is upcycled into a new product and analyze the short- and

long-term benefits and costs.

• 8.2.8.ETW.2: Analyze the impact of modifying resources in a product or system (e.g., materials,

energy, information, time, tools, people, capital).

• 8.2.8.ETW.3: Analyze the design of a product that negatively impacts the environment or society

and develop possible solutions to lessen its impact.

• 8.2.8.ETW.4: Compare the environmental effects of two alternative technologies devised to

address climate change issues and use data to justify which choice is best.

Ethics & Culture

Core Idea Performance Expectations

Technological disparities have consequences

for public health and prosperity.

• 8.2.8.EC.1: Explain ethical issues that may arise from the use of new technologies.

• 8.2.8.EC.2: Examine the effects of ethical and unethical practices in product design and

development.

New Jersey Department of Education

June 2020

2020 New Jersey Student Learning Standards – Computer Science and Design Thinking

8.2 Design Thinking by the End of Grade 12

Engineering Design

Core Idea Performance Expectations

Engineering design is a complex process in

which creativity, content knowledge, research,

and analysis are used to address local and

global problems.

Decisions on trade-offs involve systematic

comparisons of all costs and benefits, and final

steps that may involve redesigning for

optimization.

• 8.2.12.ED.1: Use research to design and create a product or system that addresses a problem and

make modifications based on input from potential consumers.

• 8.2.12.ED.2: Create scaled engineering drawings for a new product or system and make

modification to increase optimization based on feedback.

• 8.2.12.ED.3: Evaluate several models of the same type of product and make recommendations

for a new design based on a cost benefit analysis.

• 8.2.12.ED.4: Design a product or system that addresses a global problem and document decisions

made based on research, constraints, trade-offs, and aesthetic and ethical considerations and share

this information with an appropriate audience.

Engineering design evaluation, a process for

determining how well a solution meets

requirements, involves systematic comparisons

between requirements, specifications, and

constraints.

• 8.2.12.ED.5: Evaluate the effectiveness of a product or system based on factors that are related to

its requirements, specifications, and constraints (e.g., safety, reliability, economic considerations,

quality control, environmental concerns, manufacturability, maintenance and repair, ergonomics).

• 8.2.12.ED.6: Analyze the effects of changing resources when designing a specific product or

system (e.g., materials, energy, tools, capital, labor).

New Jersey Department of Education

June 2020

Interaction of Technology and Humans

Core Idea Performance Expectations

Decisions to develop new technology are

driven by societal and cultural opinions and

demands that differ from culture to culture.

8.2.12.ITH.1: Analyze a product to determine the impact that economic, political, social, and/or

cultural factors have had on its design, including its design constraints.

Changes caused by the introduction and use of

a new technology can range from gradual to

rapid and from subtle to obvious, and can

change over time. These changes may vary

from society to society as a result of

differences in a society’s economy, politics,

and culture.

• 8.2.12.ITH.2: Propose an innovation to meet future demands supported by an analysis of the

potential costs, benefits, trade-offs, and risks related to the use of the innovation.

• 8.2.12.ITH.3: Analyze the impact that globalization, social media, and access to open source

technologies has had on innovation and on a society’s economy, politics, and culture.

Nature of Technology

Core Idea Performance Expectations

Engineers use science, mathematics, and other

disciplines to improve technology. Increased

collaboration among engineers, scientists, and

mathematicians can improve their work and

designs.

Technology, product, or system redesign can

be more difficult than the original design.

• 8.2.12.NT.1: Explain how different groups can contribute to the overall design of a product.

• 8.2.12.NT.2: Redesign an existing product to improve form or function.

New Jersey Department of Education

June 2020

Effects of Technology on the Natural World

Core Idea Performance Expectations

Development and modification of any

technological system needs to take into

account how the operation of the system will

affect natural resources and ecosystems.

Impacts of technological systems on the

environment need to be monitored and must

inform decision-making.

Many technologies have been designed to have

a positive impact on the environment and to

monitor environmental change over time.

• 8.2.12.ETW.1: Evaluate ethical considerations regarding the sustainability of environmental

resources that are used for the design, creation, and maintenance of a chosen product.

• 8.2.12.ETW.2: Synthesize and analyze data collected to monitor the effects of a technological

product or system on the environment.

• 8.2.12.ETW.3: Identify a complex, global environmental or climate change issue, develop a

systemic plan of investigation, and propose an innovative sustainable solution.

Ethics & Culture

Core Idea Performance Expectations

The ability to ethically integrate new

technologies requires deciding whether to

introduce a technology, taking into

consideration local resources and the role of

culture in acceptance.

Consequences of technological use may be

different for different groups of people and

may change over time.

Since technological decisions can have ethical

implications, it is essential that individuals

analyze issues by gathering evidence from

multiple perspectives and conceiving of

alternative possibilities before proposing

solutions.

• 8.2.12.EC.1: Analyze controversial technological issues and determine the degree to which

individuals, businesses, and governments have an ethical role in decisions that are made.

• 8.2.12.EC.2: Assess the positive and negative impacts of emerging technologies on developing

countries and evaluate how individuals, non-profit organizations, and governments have

responded.

• 8.2.12.EC.3: Synthesize data, analyze trends, and draw conclusions regarding the effect of a

technology on the individual, culture, society, and environment and share this information with

the appropriate audience.

• 8.2.12.ETW.4: Research historical tensions between environmental and economic considerations

as driven by human needs and wants in the development of a technological product and present

the competing viewpoints.

New Jersey Department of Education

June 2020