Primary–secondary · real code
Spark · Builders
Full curriculum document
Learners ready to leave blocks behind and type real code
Contents · 6 units
- 1From blocks to real codeSPKB-U1 · Weeks 1–5 · 35 GLH · Portfolio + exam
- 2Python building blocksSPKB-U2 · Weeks 6–11 · 40 GLH · Internal portfolio
- 3Logic & debuggingSPKB-U3 · Weeks 12–17 · 38 GLH · Portfolio + exam
- 4Games with rules & scoresSPKB-U4 · Weeks 18–23 · 40 GLH · Internal portfolio
- 5My first web pageSPKB-U5 · Weeks 24–29 · 38 GLH · Portfolio + exam
- 6A useful everyday toolSPKB-U6 · Showcase weeks · 34 GLH · Internal portfolio
Overview & approach
Typing code instead of dragging blocks unlocks real power. Builders learn Python and the web from the ground up — writing programs from a blank file and understanding every line they run.
The first-principles learning loop
- 1Problem
- 2Understanding
- 3Reasoning
- 4Design
- 5Implementation
- 6Testing
- 7Reflection
- 8Improvement
Every unit runs this loop, then goes round again — deeper each time.
Competencies, values & contemporary issues
7 CBE core competencies
- Communication & collaboration
- Critical thinking & problem solving
- Creativity & imagination
- Citizenship
- Digital literacy
- Learning to learn
- Self-efficacy
Values
- Integrity
- Responsibility
- Respect
- Excellence
- Unity
- Patriotism
Pertinent & contemporary issues
- Digital citizenship & online safety
- Data protection & privacy
- AI ethics, bias & fairness
- Environmental sustainability (compute cost)
- Financial literacy & entrepreneurship
- Inclusion & accessibility
- Mental well-being & healthy screen habits
- Career & life skills
The 6 units in full
SPKB-U1 · Level 2 · Weeks 1–5 · 35 GLH · Portfolio + exam
From blocks to real code
Strand: Text programming foundations
Key inquiry: “Why do professionals type code instead of dragging blocks — and what does that unlock?”
You ship: A first typed Python program, run and shared, that does something a block project could not.
LO1 · First Python
- AC 1.1 Write and run a real Python program
- AC 1.2 Use print and input to talk to the user
LO2 · Read errors
- AC 2.1 Read an error message
- AC 2.2 Correct the code behind it
Core competencies
- Digital literacy
- Learning to learn
- Critical thinking & problem solving
PCIs addressed
- Data protection & privacy
- Career & life skills
Hands-on practice
- Turn a block idea into typed Python and compare them.
- Write a greeting program that responds to your name.
- Read an error message out loud and fix it together.
Unit grading (Pass · Merit · Distinction)
| Pass | Writes and runs a short program with help. |
|---|---|
| Merit | Uses input/output and fixes errors independently. |
| Distinction | Ships a small program that clearly beats the block version. |
SPKB-U2 · Level 2 · Weeks 6–11 · 40 GLH · Internal portfolio
Python building blocks
Strand: Core programming
Before this unit: Can write and run a short Python program (Unit 1).
Key inquiry: “How do variables and loops let a program do a lot with a little code?”
You ship: A useful Python program — a quiz or calculator — using variables, loops and choices.
LO1 · Variables & data
- AC 1.1 Store and use values in variables
- AC 1.2 Do maths and combine text
LO2 · Loops & choices
- AC 2.1 Repeat work with a loop
- AC 2.2 Branch with if / else
Core competencies
- Critical thinking & problem solving
- Digital literacy
- Self-efficacy
PCIs addressed
- Career & life skills
- Data protection & privacy
Hands-on practice
- Build a times-table with a loop.
- Make a quiz that scores the answers.
- Refactor a program to be shorter and clearer.
Unit grading (Pass · Merit · Distinction)
| Pass | Uses variables and loops with support. |
|---|---|
| Merit | Combines loops and choices independently. |
| Distinction | Ships a clean, useful program others can run. |
SPKB-U3 · Level 2 · Weeks 12–17 · 38 GLH · Portfolio + exam
Logic & debugging
Strand: Problem-solving & debugging
Before this unit: Comfortable with variables, loops and choices (Unit 2).
Key inquiry: “When a program misbehaves, how do we find the exact step that is wrong?”
You ship: A number or word game that works, with a short note on the bugs you found and fixed.
LO1 · Logic
- AC 1.1 Design the rules of a small game
- AC 1.2 Use conditions correctly
LO2 · Debugging
- AC 2.1 Reproduce a bug reliably
- AC 2.2 Fix it and test that it stays fixed
Core competencies
- Critical thinking & problem solving
- Learning to learn
- Self-efficacy
PCIs addressed
- Mental well-being & healthy screen habits
- Career & life skills
Hands-on practice
- Build a guess-the-number game.
- Plant a bug, then hunt it down.
- Pair-debug a partner’s code.
Unit grading (Pass · Merit · Distinction)
| Pass | Builds a working game with support. |
|---|---|
| Merit | Debugs independently and explains the fix. |
| Distinction | Ships a robust game and documents its bugs and fixes. |
SPKB-U4 · Level 2 · Weeks 18–23 · 40 GLH · Internal portfolio
Games with rules & scores
Strand: Game design
Before this unit: Can build and debug a small program (Unit 3).
Key inquiry: “What makes a game fair, fun and clearly winnable?”
You ship: A Python game with rules, a score and a clear win condition, shared with the class.
LO1 · Game rules
- AC 1.1 Design fair rules and a goal
- AC 1.2 Track and show a score
LO2 · Polish
- AC 2.1 Test the game with real players
- AC 2.2 Improve it from feedback
Core competencies
- Creativity & imagination
- Critical thinking & problem solving
- Self-efficacy
PCIs addressed
- Career & life skills
- Inclusion & accessibility
Hands-on practice
- Design the rules on paper first.
- Build and score the game.
- Playtest and iterate on what is not fun yet.
Unit grading (Pass · Merit · Distinction)
| Pass | Builds a scored game with support. |
|---|---|
| Merit | Designs fair rules and iterates independently. |
| Distinction | Ships a polished game players return to. |
SPKB-U5 · Level 2 · Weeks 24–29 · 38 GLH · Portfolio + exam
My first web page
Strand: The web
Before this unit: Confident writing Python programs (Units 1–4).
Key inquiry: “How does a web page reach someone else’s screen — and how do I make my own?”
You ship: A published personal website with a live URL you can share.
LO1 · Build a page
- AC 1.1 Structure a page with HTML
- AC 1.2 Style it with basic CSS
LO2 · Publish safely
- AC 2.1 Publish the page to a live link
- AC 2.2 Explain how the page travels to a screen
Core competencies
- Digital literacy
- Communication & collaboration
- Creativity & imagination
PCIs addressed
- Data protection & privacy
- Digital citizenship & online safety
Hands-on practice
- Build an “about me” page.
- Add styling and an image.
- Publish it and share the link.
Unit grading (Pass · Merit · Distinction)
| Pass | Builds a basic page with support. |
|---|---|
| Merit | Styles and publishes a page independently. |
| Distinction | Ships a polished, personal website. |
SPKB-U6 · Level 2 · Showcase weeks · 34 GLH · Internal portfolio
A useful everyday tool
Strand: Applied build · showcase
Before this unit: Can build programs and a web page (Unit 5).
Key inquiry: “How do I turn what I have learned into a tool that solves a real problem?”
You ship: A working everyday tool — like a homework timer — shipped and demoed.
LO1 · Solve a real problem
- AC 1.1 Pick a real everyday problem
- AC 1.2 Plan a simple tool for it
LO2 · Build & present
- AC 2.1 Build the tool
- AC 2.2 Demo it and explain your choices
Core competencies
- Critical thinking & problem solving
- Citizenship
- Self-efficacy
PCIs addressed
- Career & life skills
- Data protection & privacy
Hands-on practice
- Find a real problem at home or school.
- Build the tool that solves it.
- Present it to peers on showcase day.
Unit grading (Pass · Merit · Distinction)
| Pass | Builds a simple tool with support. |
|---|---|
| Merit | Designs and ships a working tool independently. |
| Distinction | Ships a genuinely useful tool people choose to use. |
What you walk away with
A portfolio of 6 real, shipped artefacts — one per unit, assessed to standard.
- 1 A first typed Python program, run and shared, that does something a block project could not.
- 2 A useful Python program — a quiz or calculator — using variables, loops and choices.
- 3 A number or word game that works, with a short note on the bugs you found and fixed.
- 4 A Python game with rules, a score and a clear win condition, shared with the class.
- 5 A published personal website with a live URL you can share.
- 6 A working everyday tool — like a homework timer — shipped and demoed.
Assessment rubric (CBE & Cambridge)
| CBE level | Cambridge grade | What the evidence shows |
|---|---|---|
| Below expectation | Not yet Pass | Cannot yet demonstrate the outcome unaided; work is incomplete or does not run. Needs re-teaching and another attempt. |
| Approaching expectation | Pass | Meets every assessment criterion with guidance. The artefact works for the happy path and the learner can explain what it does. |
| Meeting expectation | Merit | Meets all criteria independently, handles edge cases, evaluates the result, and justifies design decisions from first principles. |
| Exceeding expectation | Distinction | Ships a production-grade artefact to real users, critiques trade-offs (cost, latency, safety), and extends beyond the brief with original work. |