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Spark · Explorers Primary · first steps in code

The Spark · Explorers curriculum

A computer only ever does exactly what it is told, one step at a time. Explorers start there — turning ideas into clear, ordered instructions in colourful blocks — long before a single line of typed code.

6 units180 guided hours3 terms · one school yearCambridge Level 1–2 (foundation)
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The course at a glance

6 units · 180 guided hours

The full curriculum, top to bottom. Tap any unit to open its detailed record.

Built from first principles

Reasoning before tools, evidence before opinion

A computer only ever does exactly what it is told, one step at a time. Explorers start there — turning ideas into clear, ordered instructions in colourful blocks — long before a single line of typed code.

  1. Problem
  2. Understanding
  3. Reasoning
  4. Design
  5. Implementation
  6. Testing
  7. Reflection
  8. Improvement

Every unit runs the loop, then goes round again — deeper each time.

7 CBE core competencies

Assessed across every unit, not taught as an add-on.

Communication & collaborationCritical thinking & problem solvingCreativity & imaginationCitizenshipDigital literacyLearning to learnSelf-efficacy

Values

Threaded through projects and peer review.

IntegrityResponsibilityRespectExcellenceUnityPatriotism

Pertinent & contemporary issues

Deliberately built into the briefs learners tackle.

Digital citizenship & online safetyData protection & privacyAI ethics, bias & fairnessEnvironmental sustainability (compute cost)Financial literacy & entrepreneurshipInclusion & accessibilityMental well-being & healthy screen habitsCareer & life skills
The units

6 units · 180 guided learning hours

Open any unit for its full record — learning outcomes, assessment criteria, competencies and grading.

Strand: Computational thinking foundations 30 GLH Weeks 1–5 Internal portfolio

Key inquiry: “If a computer only does exactly what it is told, how do we tell it to do something?”

You ship: A set of exact, ordered instructions (an algorithm) acted out and then built in visual blocks.

LO1 · Instructions & sequence

  • Break a familiar task into exact, ordered steps
  • Spot and fix an out-of-order instruction

LO2 · Loops & choices

  • Spot a repeat and describe it as a loop
  • Make a simple “if this, then that” choice
Core competencies (CBE)
Critical thinking & problem solvingDigital literacyLearning to learn
PCIs addressed
Digital citizenship & online safetyMental well-being & healthy screen habits
Hands-on practice
  • Robot-and-programmer game: one child gives exact steps, another follows them literally.
  • Build the same task with a shorter set of instructions using a loop.
  • Reflection: where did the “robot” go wrong, and why?
Unit grading (Cambridge · Pass / Merit / Distinction)
Pass

Sequences a task with support.

Merit

Sequences independently and uses a loop.

Distinction

Designs a clear algorithm others follow first time.

What you walk away with

A portfolio of 6 real, shipped artefacts

Not certificates — working things you built. Every unit ends in a real artefact you own, assessed to standard and ready to show a school, an employer, or an investor.

Unit 1 · Level 2

A set of exact, ordered instructions (an algorithm) acted out and then built in visual blocks.

Unit 2 · Level 2

A block program where a character moves, reacts and animates, shared on a live link.

Unit 3 · Level 2

A playable block game with a goal, rules and a score, shared with the class.

Unit 4 · Level 2

An animated, interactive story published to a link to share with family.

Unit 5 · Level 2

A maze or logic-puzzle game the player has to think to solve.

Unit 6 · Level 2

A friendly, useful little app — like a family quiz — demoed to parents and peers.

Assessment

One rubric, aligned across CBE and Cambridge

CBE performance levels and Cambridge grades describe the same evidence — a working artefact and the reasoning behind it.

CBE levelCambridge gradeWhat the evidence shows
Below expectationNot yet PassCannot yet demonstrate the outcome unaided; work is incomplete or does not run. Needs re-teaching and another attempt.
Approaching expectationPassMeets every assessment criterion with guidance. The artefact works for the happy path and the learner can explain what it does.
Meeting expectationMeritMeets all criteria independently, handles edge cases, evaluates the result, and justifies design decisions from first principles.
Exceeding expectationDistinctionShips a production-grade artefact to real users, critiques trade-offs (cost, latency, safety), and extends beyond the brief with original work.
Read the full document (print / PDF)

The complete curriculum in one printable, saveable document.

Follow it through with a mentor in your corner

Every unit ends in a real artefact — assessed to standard and added to your portfolio.

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