Course Standards

2025-2026 Academic Year

CY13 Apple: Everyone Can Code I - Puzzles

Course Type: Adopted

Standard/Objective Number	Standard/Objective	Course Weight	RBT Designation
1.00	Understand the importance of clear, precise commands.	7%	B2 Understand Conceptual
1.01	Organize code into sequences to achieve a goal.	-	-
1.02	Investigate the use of commands in everyday digital technologies.	-	-
2.00	Understand the power of functions.	7%	B2 Understand Conceptual
2.01	Categorize commands into a definition to use repetitively.	-	-
2.02	Code a function to choreograph a robot dance routine.	-	-
2.03	Evaluate the types of functions that digital technologies use.	-	-
3.00	Understand loops.	9%	B2 Understand Conceptual
3.01	Explain patterns in the world and in code.	-	-
3.02	Demonstrate how to write code efficiently using loops.	-	-
4.00	Understand variables.	10%	B2 Understand Conceptual
4.01	Identify how computers store information.	-	-
4.02	Explore coding using variables.	-	-
4.03	Investigate variable values and program output.	-	-
5.00	Understand conditional code.	10%	B2 Understand Conceptual
5.01	Explore Boolean logic.	-	-
5.02	Write conditional code to anticipate changing conditions.	-	-
6.00	Understand types and initialization.	12%	B2 Understand Conceptual
6.01	Explore how programmers use types for coding efficiency.	-	-
6.02	Describe types according to methods and properties.	-	-
7.00	Understand functions with parameters.	8%	B2 Understand Conceptual
7.01	Illustrate procedures that require additional information.	-	-
7.02	Extend knowledge of parameters that make functions more flexible and powerful.	-	-
8.00	Understand logical operators and while loops.	25%	B2 Understand Conceptual
8.01	Consider multiple factors before making decisions.	-	-
8.02	Use logical operators in code to respond to multiple conditions.	-	-
8.03	Explore the power of a while loop for repeating code.	-	-
9.00	Understand arrays and refactoring.	12%	B2 Understand Conceptual
9.01	Understand storing data in arrays.	-	-
9.02	Explore how arrays and refactoring can simplify code.	-	-

Essential standards (highlighted in gray below) are big, powerful ideas that are necessary and essential for students to know to be successful in a course. Essential standards identify the appropriate verb and cognitive process intended for the student to accomplish. Essential standards provide value throughout a student's career, in other courses, and translate to the next level of education or world of work.

Objectives/Indicators (rows not highlighted in gray below) provide another level of detail for each Essential Standard.

Adapted or Adopted Course includes essential standards and, in many cases, specific objectives/indicators aligned with business and industry standards and/or criteria for credentials or certifications. The course standards are designed using the Revised Bloom's Taxonomy (RBT). If the POL is a CTE State Assessment, the course is written at the level of the ESSENTIAL STANDARD and assesses the intended outcome of the sum of its objectives/indicators.

Career and Technical Education conducts all activities and procedures without regard to race, color, creed, national origin, gender, or disability. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.

This blueprint has been reviewed by business and industry representatives for technical content and appropriateness for the industry.

Column information

Standard/Objective Number: The essential standard is denoted by the digits before the dot; objectives/indicators are indicated by the final 2 digits.
Standard/Objective: Essential standard and specific objective/indicator statements per essential standard. Each essential standard statement or specific objective/indicator begins with an action verb and makes a complete sentence when combined with The learner will be able to... Outcome behavior in each essential standard or objective/indicator statement is denoted by the verb plus its object.
Course Weight: Shows the relative importance of each essential standard or objective/indicator. Course weight is used to help determine the percentage of total class time that is spent on each objective/indicator.
RBT Designation: Classification of outcome behavior in essential standards and indicator statements in Dimensions according to the Revised Bloom's Taxonomy:
Cognitive Process Dimension: 1 Remember, 2 Understand, 3 Apply, 4 Analyze, 5 Evaluate, 6 Create.
Knowledge Dimension: A Factual Knowledge, B Conceptual Knowledge, C Procedural Knowledge.