This is probably the best response I've seen. It summarizes the valuable point that there's no way high school introductory programming curriculum should have introductory-college-level-computer-science-like elements in it. (You're trying to excite the students about the possibilities of something they might not have considered before, not bore them to death and scare them off forever! If they decide to not only go into "programming", but also into "software engineering" via a degree in Computer Science, then they'll get plenty of that later on.) And, it asserts that programming that produces visual results is the most likely kind to spark interest and keep attention while tricking the students into learning by doing. (You can tell a new software engineer that this or that is the best practice and they may pay lip service and go through the motions, but until they see the need in their own code or in the course of their own work, they won't really believe you.)
I will add that it has been demonstrated time and again that framing learning in the context of a game can dramatically improve uptake. If there's any way to start with something like what rockmuelle suggested and transition into creating games, I feel like that would be the best! Providing good introductory curriculum at this level almost always will require more of the instructor in terms of planning and environment set up than it will require of the students during execution of that curriculum. Though, you wouldn't be asking if you didn't want to spend that time, I suppose.
--(a different) Chris