The organizational scheme of the 1984 Alberta Computer Literacy Curriculum and its appropriateness in relation to stated purposes, philosophy, rationale, and goals are examined in this paper, using the junior high school curriculum for illustration. Several conclusions are drawn: (1) the curriculum is well organized; (2) its basic organizational scheme is one of centers (topics) and elements (dimensions of awareness, function, and critical understanding of the topics); (3) objectives correspond to the organizational scheme and advance in difficulty; (4) the organizational scheme is appropriate to the curriculum; (5) flexibility of time is given to the experienced versus the inexperienced student; (6) hands-on computer experience is provided for each student; (7) skills, knowledge, and attitude development are included in the program; and (8) the rationale and philosophy are incorporated into the curriculum. Impending changes in the curriculum are described, and five charts depicting various aspects of the curriculum are appended. (MES)