| Grade 9-12 | Programming Concepts |
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Standard: 1
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Basic Concepts
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ET.S.PRGM.1
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Students will examine basic concepts in programming.
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Objectives
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Students will
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ET.O.PRGM.1.1
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explore the historical development of programming languages.
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ET.O.PRGM.1.2
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differentiate between interpretation and compilation.
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ET.O.PRGM.1.3
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differentiate between source-level and object-level code.
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ET.O.PRGM.1.4
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examine the steps in the program development life cycle.
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Performance Descriptors (ET.PD.PRGM.1)
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Above Mastery
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Mastery
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Partial Mastery
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The student demonstrates exceptional and exemplary performance with distinctive and sophisticated application of knowledge and skills that exceed the standard in basic concepts. Specifically, the student can outline the historical development of programming languages; compare and contrast interpretation and compilation; compare and contrast source-level and object-level code; and validate the steps in the program development life cycle. The student can independently solve problems and is self-directed.
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The student demonstrates competent and proficient performance and shows a thorough and effective application of knowledge and skills that meet the standard in basic concepts. Specifically, the student can explore the historical development of programming languages; differentiate between interpretation and compilation; differentiate between source-level and object-level code; and examine the steps in the program development life cycle. Application of knowledge and skills is thorough and effective, and the student can work independently.
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The student demonstrates basic but inconsistent performance of fundamental knowledge and skills characterized by errors and/or omissions in basic concepts. Specifically, the student can identify milestones in the historical development of programming languages; define interpretation and compilation; define source-level and object-level code; and list the steps in the program development life cycle. Performance needs further development and supervision.
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Standard: 2
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Program Planning
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ET.S.PRGM.2
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The student will explore program planning.
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Objectives
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Students will
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ET.O.PRGM.2.1
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examine the basic structures from which all solutions are derived.
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ET.O.PRGM.2.2
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compare flowcharting and pseudocode.
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ET.O.PRGM.2.3
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draw the solution to a problem with a flowchart.
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ET.O.PRGM.2.4
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examine modularization as it applies to the programming process.
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ET.O.PRGM.2.5
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draw a hierarchy chart.
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ET.O.PRGM.2.6
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explore the importance of good documentation in the problem-solving process.
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Performance Descriptors (ET.PD.PRGM.2)
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Above Mastery
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Mastery
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Partial Mastery
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The student demonstrates exceptional and exemplary performance with distinctive and sophisticated application of knowledge and skills that exceed the standard in program planning. Specifically, the student can examine the basic structures from which all solutions are derived; compare flowcharting and pseudocode; draw the solution to a problem with a flowchart; examine modularization as it applies to the programming process; draw a hierarchy chart; and explore the importance of good documentation in the problem-solving process. The student can independently solve problems and is self-directed.
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The student demonstrates competent and proficient performance and shows a thorough and effective application of knowledge and skills that meet the standard in program planning. Specifically, the student can examine the basic structures from which all solutions are derived; compare flowcharting and pseudocode; draw the solution to a problem with a flowchart; examine modularization as it applies to the programming process; draw a hierarchy chart; and explore the importance of good documentation in the problem-solving process. Application of knowledge and skills is thorough and effective, and the student can work independently.
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The student demonstrates basic but inconsistent performance of fundamental knowledge and skills characterized by errors and/or omissions for the in program planning. Specifically, the student can identify the basic structures from which all solutions are derived; define flowcharting and pseudocode; identify the basic symbols of a flowchart; define modularization as it applies to the programming process; describe the purpose of a hierarchy chart; and discuss the importance of good documentation in the problem-solving process. Performance needs further development and supervision.
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Standard: 3
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Program Structures
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ET.S.PRGM.3
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Students will examine the basic structures from which programs are built.
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Objectives
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Students will
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ET.O.PRGM.3.1
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examine concepts related to programming including variables, constants, and arithmetic precedence.
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ET.O.PRGM.3.2
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compare common data types and their uses.
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ET.O.PRGM.3.3
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construct an assignment statement.
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ET.O.PRGM.3.4
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construct decision structures using IF…THEN…ELSE and CASE structures.
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ET.O.PRGM.3.5
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construct repetition structures using FOR and DO statements.
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ET.O.PRGM.3.6
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differentiate between definite and indefinite loops.
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ET.O.PRGM.3.7
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modularize a program using procedures and subprocedures.
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ET.O.PRGM.3.8
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construct statements to read and write files.
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ET.O.PRGM.3.9
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differentiate between sequential-access and random-access files.
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ET.O.PRGM.3.10
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test and debug a program.
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Performance Descriptors (ET.PD.PRGM.3)
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Above Mastery
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Mastery
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Partial Mastery
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The student demonstrates exceptional and exemplary performance with distinctive and sophisticated application of knowledge and skills that exceed the standard in program structures. Specifically, the student can validate concepts related to programming including variables, constants, and arithmetic precedence; compare and contrast common data types and their uses; correct an assignment statement; construct decision structures using IF…THEN…ELSE and CASE structures; correct repetition structures using FOR and DO statements; compare and contrast between definite and indefinite loops; evaluate a program using procedures and subprocedures; correct statements to read and write files; compare and contrast between sequential-access and random-access files; and optimize a program. The student can independently solve problems and is self-directed.
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The student demonstrates competent and proficient performance and shows a thorough and effective application of knowledge and skills that meet the standard in program structures. Specifically, the student can examine concepts related to programming including variables, constants, and arithmetic precedence; compare common data types and their uses; construct an assignment statement; construct decision structures using IF…THEN…ELSE and CASE structures; construct repetition structures using FOR and DO statements; differentiate between definite and indefinite loops; modularize a program using procedures and subprocedures; construct statements to read and write files; differentiate between sequential-access and random-access files; and test and debug a program. Application of knowledge and skills is thorough and effective, and the student can work independently.
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The student demonstrates basic but inconsistent performance of fundamental knowledge and skills characterized by errors and/or omissions in program structures. Specifically, the student can define concepts related to programming including variables, constants, and arithmetic precedence; identify common data types and their uses; describe the function of an assignment statement; describe the function of decision structures; describe the function of repetition structures; describe the function of definite and indefinite loops; define procedures and subprocedures; identify statements to read and write files; define sequential-access and random-access files; and describe the process for testing and debugging a program. Performance needs further development and supervision.
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Standard: 4
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Languages
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ET.S.PRGM.4
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Students will develop programs in an appropriate higher-level language.
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Objectives
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Students will
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ET.O.PRGM.4.1
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survey popular programming languages and their uses.
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ET.O.PRGM.4.2
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develop and code a program in at least one higher-level language.
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Performance Descriptors (ET.PD.PRGM.4)
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Above Mastery
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Mastery
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Partial Mastery
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The student demonstrates exceptional and exemplary performance with distinctive and sophisticated application of knowledge and skills that exceed the standard in languages. Specifically, the student can select an appropriate programming language for a given application, and evaluate a program written in at least one higher-level language. The student can independently solve problems and is self-directed.
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The student demonstrates competent and proficient performance and shows a thorough and effective application of knowledge and skills that meet the standard in languages. Specifically, the student can survey popular programming languages and their uses, and develop and code a program in at least one higher-level language. Application of knowledge and skills is thorough and effective, and the student can work independently.
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The student demonstrates basic but inconsistent performance of fundamental knowledge and skills characterized by errors and/or omissions in languages. Specifically, the student can name popular programming languages and their uses, and assist in the development and coding of a program in at least one higher-level language. Performance needs further development and supervision.
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Standard: 5
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Career Exploration
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ET.S.PRGM.5
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Students will explore related careers and the skills required to succeed in the industry.
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Objectives
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Students will
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ET.O.PRGM.5.1
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prepare a programming portfolio.
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ET.O.PRGM.5.2
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research programming jobs and companies.
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ET.O.PRGM.5.3
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investigate opportunities for further study and certification in programming.
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Performance Descriptors (ET.PD.PRGM.5)
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Above Mastery
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Mastery
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Partial Mastery
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The student demonstrates exceptional and exemplary performance with distinctive and sophisticated application of knowledge and skills that exceed the standard in career exploration. Specifically, the student can evaluate a programming portfolio; assess programming jobs and companies; and evaluate opportunities for further study and certification in programming. The student can independently solve problems and is self-directed.
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The student demonstrates competent and proficient performance and shows a thorough and effective application of knowledge and skills that meet the standard in career exploration. Specifically, the student can prepare a programming portfolio; research programming jobs and companies; and investigate opportunities for further study and certification in programming. Application of knowledge and skills is thorough and effective, and the student can work independently.
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The student demonstrates basic but inconsistent performance of fundamental knowledge and skills characterized by errors and/or omissions in career exploration. Specifically, the student can identify items to include in a programming portfolio; name programming jobs and companies; and list opportunities for further study and certification in programming. Performance needs further development and supervision.
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Standard: 6
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Participating in the Student Organization
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ET.S.PRGM.6
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Students will participate in a local student organization.
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Objectives
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Students will
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ET.O.PRGM.6.1
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examine the purposes and goals of student organizations.
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ET.O.PRGM.6.2
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demonstrate leadership skills through participation in student organization activities such as meetings, programs, projects, and competitions.
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ET.O.PRGM.6.3
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discover the benefits and responsibilities of participation in student, professional, and civic organizations as an adult.
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Performance Descriptors (ET.PD.PRGM.6)
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Above Mastery
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Mastery
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Partial Mastery
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The student demonstrates exceptional and exemplary performance with distinctive and sophisticated application of knowledge and skills that exceed the standard in participating in the student organization. The student can critique the purposes and goals of student and professional organizations; assess the leadership skills gained through participation in student organization activities such as meetings, programs, projects, and competitions; and analyze the benefits and responsibilities of participation in student, professional, and civic organization as an adult. The student can independently solve problems and is self-directed.
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The student demonstrates competent and proficient performance and shows a thorough and effective application of knowledge and skills that meet the standard in participating in the student organization. The student can examine the purposes and goals of student and professional organizations; demonstrate leadership skills through participation in student organization activities such as meetings, programs, projects, and competitions; and discover the benefits and responsibilities of participation in student, professional, and civic organization as an adult. Application of knowledge and skills is thorough and effective, and the student can work independently.
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The student demonstrates basic but inconsistent performance of fundamental knowledge and skills characterized by errors and/or omissions in participating in the student organization. The student can list the purposes and goals of student and professional organizations; describe the leadership skills gained through participation in student organization activities such as meetings, programs, projects, and competitions; and list the benefits and responsibilities of participation in student, professional, and civic organization as an adult. Performance needs further development and supervision.
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