AP Computer Science Principals

Code.org’s Computer Science Principles (CSP) curriculum is a full-year, rigorous, entry-level course that introduces high school students to the foundations of modern computing. The course covers a broad range of foundational topics such as programming, algorithms, the Internet, big data, digital privacy and security, and the societal impacts of computing. All teacher and student materials are provided for free online and can be accessed at code.org/csp.

Code.org is recognized by the College Board as an endorsed provider of curriculum and professional development for AP® Computer Science Principles (AP CSP). This endorsement affirms that all components of Code.org CSP’s offerings are aligned to the AP Curriculum Framework standards, the AP CSP assessment, and the AP framework for professional development. Using an endorsed provider affords schools access to resources including an AP CSP syllabus pre-approved by the College Board’s AP Course Audit, and officially-recognized professional development that prepares teachers to teach AP CSP. AP is a trademark registered and owned by the College Board.

Unit 1 - Digital Information

Students explore how computers store complex information like numbers, text, images, and sound, and they debate the impacts of digitizing information (DAT). Alternating between lessons away from the computer (“unplugged”), and lessons that use digital tools called “widgets,” this unit encourages an exploratory and collaborative approach to learning about digital information. For example, in one activity students design a device using household items like pipe-cleaners, cups, string, etc. that will allow them to communicate simple messages across a room. As students are challenged to send increasingly complex messages, they must improve their device collaboratively with their partner while confronting some of the challenges underlying the representation of digital information (CTP1). To close out the unit, students debate the pros and cons of digitizing information and the impacts of digital information on society and culture at large (CTP5) (IOC).

Unit 2 - The Internet

Students learn how the Internet works and discuss its impacts on politics, culture, and the economy (CSN). Throughout this unit, students use a digital tool called the Internet Simulator that simulates how different parts of the Internet work and forces students to grapple with and solve the problems each aspect of the Internet was designed to solve (CTP1). At the conclusion of the unit, students investigate an “Internet Dilemma,” both from the standpoint of its technical background and its impacts on different groups of people (CTP5) (IOC).

Unit 3 - Intro to App Design

Students design their first app while learning both fundamental programming concepts and collaborative software development processes (CRD, AAP). Students work with partners to develop this simple app that teaches classmates about a topic of personal interest (CTP1, CTP4, CTP6). Throughout the unit they learn how to use App Lab to design user interfaces and write simple event-driven programs. Along the way, students learn practices like debugging, pair programming, and collecting and responding to feedback, which they will be able to use throughout the course as they build ever more complex projects. The unit concludes with students sharing the apps they develop with their classmates.

Unit 4 - Variables, Conditionals, and Functions

Students expand the types of apps they can create by adding the ability to store information (variables), make decisions (conditionals), and better organize code (functions) (AAP). Students are introduced to these concepts through guided hands-on activities that feature approachable manipulatives like sticky notes and plastic bags. They are then provided opportunities to explore working examples of programs that use each concept (CTP4) before setting out on a series of increasingly challenging practice activities. The exploration of each of these three concepts concludes with a lesson in which students must write the code for a simple app that uses each concept without starter code. The entire unit concludes with an open-ended project in which students must build an app that helps their classmates make a decision based on user input (CTP1, CTP3, CTP4, CTP6).

Unit 5 - Lists, Loops, and Traversals

Students learn to build apps that use and process lists of information (AAP). Like the previous unit, students explore the core concepts of lists, loops, and traversals through a variety of lesson types ranging from hands-on unplugged activities, to reading and modifying working code, to collaboratively working through programming challenges (CTP4). Late in the unit, students are introduced to tools that allow them to import tables of real-world data to help further power the types of apps they can make. At the conclusion of the unit, students complete a week-long project in which they must design an app around a goal of their choosing that uses one of these data sets (CTP1, CTP4, CTP6).

Unit 6 - Algorithms

Students learn to design and analyze algorithms to understand how they work and why some algorithms are considered more efficient than others (AAP). This short unit is entirely unplugged, and features hands-on activities that help students get an intuitive sense of the differences between how quickly different algorithms run and the pros and cons of different algorithms (CTP2). Later in the unit, students explore concepts like undecidable problems and parallel and distributed computing (CSN).

Unit 7 - Parameters, Return, and Libraries

Students learn how to design clean and reusable code that can be shared with a single classmate or the entire world (AAP). In the beginning of the unit, students are introduced to the concepts of parameters and return, which allow for students to design code that encapsulates algorithms (CTP3). In the second half of the unit, students learn how to design libraries of functions that can be used in a variety of situations. The unit concludes with students designing a small  library of functions that can be used by a classmate (CTP1, CTP2, CTP3, CTP4).

Unit 8 - Create PT Prep

Students practice and complete the Create Performance Task (PT). The unit begins with a series of activities that ensure students understand the requirements of the Create PT, which they have practiced throughout the year. Subsequently, students are given at least 12 class hours in which to complete the Create PT.

Unit 9 - Data

Students explore and visualize datasets from a wide variety of topics as they hunt for patterns and try to learn more about the world around them (DAT). Students once again work with datasets in App Lab, but are now asked to make use of a data visualizer tool that assists students in finding data patterns. Students learn how different types of visualizations can be used to better understand the patterns contained in data sets and investigate hypotheses. At the conclusion of the unit, students learn about the impacts of data analysis on the world around them, before completing a final project in which they must uncover and present a data investigation they’ve completed independently (CTP5).

Unit 10 - Cybersecurity and Global Impacts

Students research and debate current events at the intersection of data, public policy, law, ethics, and societal impact (IOC). This unit is built around a simulated “future school” conference in which students must take on the persona of a stakeholder in a school setting and propose and debate technological innovations that could improve schools.  Throughout the unit students learn about the privacy and security risks of many computing innovations, and learn about the ways some of these risks can be mitigated. Students complete their Explore Curricular Requirement as part of this project as they investigate at least three computing innovations, then discuss and debate many other innovations with their classmates (CTP5, CTP6). At the conclusion of the unit, the class holds a conference in