Important Disclaimer
This is a self-prepared mapping to the New York State K-12 Computer Science & Digital Fluency Learning Standards (December 2020). It has not been reviewed or endorsed by NYSED. We say “mapped to” — not “NYSED-aligned” or “NYSED-certified” — because NYSED does not validate vendor crosswalks. This document is structured for submission to a NY school district for their own alignment review. Verify standard language against the official NYSED standards documents before submitting to a district.
Standards Source
New York State K-12 Computer Science & Digital Fluency Learning Standards, adopted December 2020. Five concept areas: Impacts of Computing, Computational Thinking, Networks & Systems Design, Cybersecurity, and Digital Literacy.
Grade Bands Covered
4–6 (Web Builders, ages 8–11), 7–8 (Game Creators, ages 10–13), and 9–12 (App Innovators, ages 12–16) — corresponding to our ages 7–16 pathway.
Coverage Summary
22 standards mapped across all 5 concepts and 3 grade bands. 18 full and 4 partial coverage. Self-prepared — not reviewed by NYSED.
Showing 22 of 22 standards
| Standard ID | Concept | Sub-Concept | Grade Band | Description | KidsCode Course | Module | Evidence | Coverage |
|---|---|---|---|---|---|---|---|---|
| 4-6.IC.1 | Impacts of Computing | Society | 4-6 | Describe computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices. | Code Lab: JavaScript Basics | How the Web Works | Students build web pages and discuss how the internet changed communication, commerce, and culture, reflecting on cultural practices that shaped and were shaped by the web. | Full |
| 4-6.IC.2 | Impacts of Computing | Ethics | 4-6 | Explain the rules related to computing technologies and the consequences (beneficial and harmful) of breaking them. | Digital Citizenship Curriculum | Responsible Use & Acceptable Use Policies | Students review acceptable-use guidelines, discuss consequences of misuse (plagiarism, cyberbullying), and sign a digital citizenship pledge before publishing to the Arcade. | Full |
| 7-8.IC.1 | Impacts of Computing | Society | 7-8 | Compare tradeoffs associated with computing technologies that affect people’s everyday activities and routines, as well as the choices and options available to individuals and society. | AI Basics Course | How AI Affects Daily Life | Students compare tradeoffs of AI tools (recommendation systems, navigation apps) and discuss how computing technologies create choices and constraints in everyday life. | Full |
| 7-8.IC.2 | Impacts of Computing | Society | 7-8 | Evaluate how computing technologies impact equity, access, and influence in society. | AI Basics Course | AI & Society: Equity and Access | Students research the digital divide and discuss how access to computing tools affects equity and influence in their communities, presenting findings in a project. | Full |
| 9-12.IC.1 | Impacts of Computing | Society | 9-12 | Evaluate the impact of computing technologies on equity, access, and influence in a global society. | AI App Builder | AI Ethics & Global Impact | Students build AI-powered apps and evaluate how their applications could affect equity, access, and influence across global communities, documenting tradeoffs in a design brief. | Full |
| 9-12.IC.3 | Impacts of Computing | Ethics | 9-12 | Debate the ethical and legal issues around the use of computing technologies, including responsible use of social media and digital citizenship. | AI App Builder | Ethics, Law & Digital Citizenship | Students debate ethical and legal issues around AI-generated content, data ownership, and social media, producing a position paper on responsible computing. | Full |
| 4-6.CT.1 | Computational Thinking | Modeling & Simulation | 4-6 | Model how computers process data, including input, processing, and output. | Code Lab: JavaScript Basics | Input, Processing & Output | Students build interactive web pages that take user input (forms), process it with JavaScript, and display output, modeling the input-processing-output cycle. | Full |
| 4-6.CT.4 | Computational Thinking | Algorithms & Programming | 4-6 | Describe how algorithms affect our lives and the ways in which they are used. | Code Lab: JavaScript Basics | Algorithms in Everyday Life | Students identify algorithms in daily life (recipes, directions, search) and write simple step-by-step algorithms in JavaScript to solve problems. | Full |
| 7-8.CT.1 | Computational Thinking | Modeling & Simulation | 7-8 | Model how computers process data to solve problems given certain constraints and assumptions. | Game Creators Track | Data-Driven Game Logic | Students model game state as data, process player input under constraints (time limits, rules), and debug assumptions in their game logic. | Full |
| 7-8.CT.4 | Computational Thinking | Algorithms & Programming | 7-8 | Describe how algorithms affect our lives and compare different algorithms used to solve the same problem. | Game Creators Track | Comparing Algorithms | Students implement multiple approaches to a game mechanic (e.g., collision detection) and compare their efficiency and behavior. | Full |
| 9-12.CT.1 | Computational Thinking | Modeling & Simulation | 9-12 | Model how computer processes data to solve problems given certain constraints and assumptions, and identify issues (e.g., bias, ethics) that arise. | AI App Builder | Data Modeling & Bias | Students model data pipelines for AI apps, identify constraints and assumptions, and discuss bias and ethical issues that arise from data processing choices. | Full |
| 9-12.CT.4 | Computational Thinking | Algorithms & Programming | 9-12 | Describe how algorithms affect our lives and compare different algorithms used to solve the same problem, including algorithms used in computing technologies. | AI App Builder | Algorithm Comparison & Optimization | Students compare sorting and search algorithms in their apps, analyze tradeoffs in real-world computing technologies, and document their findings. | Full |
| 4-6.NS.1 | Networks & Systems Design | Networks & the Internet | 4-6 | Model how information is broken down into smaller pieces, transmitted as packets through various paths, and reassembled at the destination. | Code Lab: JavaScript Basics | How the Web Works | Students model packet switching by simulating how a web page request is broken into packets, routed, and reassembled, reinforcing concepts through web publishing. | Partial |
| 7-8.NS.1 | Networks & Systems Design | Networks & the Internet | 7-8 | Explain how computers communicate and share information with each other, and how this contributes to the functioning of the internet. | Game Creators Track | Networking & Multiplayer Concepts | Students explore how their published games and web apps are served over the internet, explaining how computers communicate to share their projects globally. | Partial |
| 9-12.NS.1 | Networks & Systems Design | Networks & the Internet | 9-12 | Explain how computers communicate and share information across networks, and describe how this process contributes to the functioning of the internet and other networked systems. | AI App Builder | APIs & Networked Systems | Students build apps that call external APIs, explaining how data travels across networks, and describe how networked systems like the internet function. | Partial |
| 4-6.CY.1 | Cybersecurity | Risks | 4-6 | Identify personal data and explain how it is collected and used by individuals and organizations. | Digital Citizenship Curriculum | Personal Data & Privacy | Students identify what counts as personal data on their web projects, discuss how websites collect data, and learn to recognize data collection in everyday apps. | Full |
| 4-6.CY.2 | Cybersecurity | Safeguards | 4-6 | Describe how to keep data safe and secure, and explain ways to protect personal data and information. | Digital Citizenship Curriculum | Password Safety & Secure Habits | Students practice creating strong passwords, learn safe browsing habits, and apply data protection practices when publishing projects to the Arcade. | Full |
| 7-8.CY.2 | Cybersecurity | Safeguards | 7-8 | Describe how to keep data safe and secure, and explain ways to protect personal data and information from unauthorized access. | Game Creators Track | Account Security & Data Protection | Students implement user authentication concepts in game projects, describe safeguards against unauthorized access, and practice secure data handling. | Full |
| 9-12.CY.2 | Cybersecurity | Safeguards | 9-12 | Describe how to keep data safe and secure, and explain ways to protect personal data and information from unauthorized access, including encryption and authentication. | AI App Builder | Security, Encryption & Authentication | Students implement authentication and explore encryption in their AI apps, explaining how safeguards protect user data from unauthorized access. | Full |
| 4-6.DL.1 | Digital Literacy | Digital Use | 4-6 | Identify appropriate and inappropriate uses of technology and describe how to make responsible choices when using technology. | Digital Citizenship Curriculum | Responsible Technology Use | Students identify appropriate vs. inappropriate uses of technology in school and at home, and make responsible choices when building and sharing web projects. | Full |
| 7-8.DL.1 | Digital Literacy | Digital Use | 7-8 | Identify appropriate and inappropriate uses of technology and describe the consequences associated with inappropriate use. | Game Creators Track | Responsible Use & Consequences | Students discuss consequences of inappropriate technology use (cheating, harassment, piracy) and apply responsible-use principles when publishing games to the Arcade. | Full |
| 9-12.DL.2 | Digital Literacy | Digital Use | 9-12 | Evaluate the appropriateness of technology for a given task, and describe the advantages and limitations of different technologies. | AI App Builder | Choosing the Right Technology | Students evaluate which technologies (web, AI, APIs) are appropriate for different app tasks, documenting advantages and limitations in their project design. | Partial |
This crosswalk is provided to procurement teams and federal-programs coordinators to support purchase justification. A school's federal-programs coordinator should confirm spendability for their specific funding source. Standard descriptions are based on the NYSED framework; refer to the official NYSED standards documents for authoritative language. For questions, contact contact@kidscodegift.com.