Page 205 - Getting the Picture Modeling and Simulation in Secondary Computer Science Education

8. The candidate is able, in a context, to see options to use digital artefacts, translate these options into an objective for the design and development, taking into account technical factors, environmental factors and human factors, to specify desires and requirements, and to test the attainability of these elements, to design a digital artefact, to weigh options for the design of a digital artefact through research and experiments, to implement a digital artefact, and to evaluate the quality of digital artefacts, and to combine these skills for the development of digital artefacts.
Sub-domain A9: Computer science as a perspective
9. The candidate is able to identify phenomena in contexts, explain and interpret these in terms of computer science, recognise and link computer science concepts, and to estimate and argue the possibilities and limitations of digital artefacts in subject-related terms.
Sub-domain A10: Cooperation and interdisciplinarity
10. The candidate is able to cooperate structurally with a team for the design and development of digital artefacts, and is able to cooperate with the people from the application area.
Sub-domain A11: Ethical conduct
11. The candidate is able to describe the ethical norms and values that play a role in the use and development of digital artefacts; he/she is able to explicitly compare his/her own behaviour with the ethical guidelines and (vwo:) to critically analyse his/her own conduct and relate this to ethical dilemmas.
Sub-domain A12: Using the computer science tool set
12. The candidate is able to use the relevant tools for computer science, taking into account any risks and security; these tools include (computer) equipment, operating systems, applications, subject matter terminology, subject conventions and formalisms.
Sub-domain A13: Working in contexts
13.The candidate is able to use the skills from domain A and the A concepts from domains B through F, and the optional domains G
through R, at least in professional contexts, in social contexts and
(vwo:) in scientific contexts.
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Appendix B: 2019 Dutch Secondary CS CAuprpreicnudliucmes