Computer Science - Introduction

NCC - Computer Science - Required Standards and SLOs

NCC - Computer Science - Suggested Guidelines


NCP - Computer Science (6-8)





1.1. Vision


Rapid changes in information and communication technology have contributed significantly to our world. Twenty-first century skills require fluency in the use, impact, and knowledge of technology. The ability to break down complex problems and leverage technology to come up with solutions can be considered a new and essential literacy. Given this context, the knowledge and skills included in this standard are essential for students from all backgrounds. We hope to support educators in preparing students for a range of skills from ICT fundamentals, digital skills, applying algorithmic thinking to solve problems, programming, promoting digital citizenship, and entrepreneurship in the digital age.


1.2. Aims


The overall aim of information and communication technology education in Pakistan is to promote digital literacy and problem solving with the use of programming, through the following:


  • Encouraging students to develop a sense of wonder and curiosity about technological endeavors.
  • Providing students with a foundation in ICT that promotes twenty-first century skills like creativity, problem-solving and informed decision making.
  • Enhancing students’ capability to construct, explore, prototype, evaluate, foster logical thinking, solve problems, and collaborate using digital tools.
  • Preparing students to become responsible global digital citizens - All participants




2.1. Overview


The standards are organized from grade 6 to grade 8, grouped in five domains. Student learning outcomes from each domain define performance expectations and progressively increase in complexity.


The student learning outcomes have a logical progression across various grades and domains. Some advanced student learning outcomes are also present that are optional. There are some suggested assessments and learning activities that are fun, accessible, and relevant to the younger learners. The domains are:

  1. ICT fundamentals: Students develop an understanding of how different components are combined to develop a computing device.
  2. Digital skills: Students improve their productivity by understanding appropriate utilization of word processing, spreadsheet, presentation, online communication, and other applications.
  3. Algorithmic thinking and problem solving: Students develop their problem-solving skills by learning to solve problems and constructing frameworks to model the general class of problems that admit computational solutions while learning to identify efficient solutions.
  4. Programming: Students develop the ability to implement solutions to computational problems through consistent utilization of coding and development environments of increasing complexity.
  5. Digital Citizenship: Students develop their perspective on social responsibility, ethics & privacy, cyber safety, cybercrime laws & policies in the digital age by engaging in discussions and debates regarding current trends in IT moderated by an appreciation of the historical development of the IT industry.
  6. Entrepreneurship: This domain consists of advanced optional student learning outcomes only, where a student is encouraged to use problem-solving skills to solve a consumer problem or market need. We hope students extend their problem-solving skills to design thinking and be equipped with some basic, age-appropriate entrepreneurship tools and mindsets to develop and launch a business idea.


2.2. Key Features


  1. The standards develop skills that are necessary in practical life: The standards cultivate practices and develop skills that twenty-first century digitally literate learners apply in reasoning, problem-solving, and creation. Standards allow learners to not only use technology but also to create technology. These skills are integrated into the core concepts within each standard and enable students to demonstrate the type of performance as a result of learning to compute.
  2. Progression from grades 6-8: The standards increase in complexity as the grades progress, and students increasingly gain more sophisticated knowledge and skills in critical focus areas.
  3. The standards prepare students for information and computing technology literacy: ICT knowledge is essential for our digital future, and has implications in almost every field. The skills outlined in this curriculum will support learners by laying the groundwork for a technology centric future.
  4. The standards and synergy with other subjects: The ICT standards reference complementary areas in mathematics, science, and even history. Additionally, introducing programming, and problem solving and algorithmic thinking has shown to improve cognitive skills “such as creative thinking, mathematical skills, metacognition, and reasoning"[1] allowing for spillover benefits and improving student performance beyond ICT and computer science.



[1] Journal of Educational Psychology, Vol 111(5), Jul 2019, 764-792 Scherer, Ronny , Siddiq, Fazilat , & Sánchez Viveros, Bárbara