Primary · first steps in code
Spark · Explorers
Full curriculum document
Our youngest learners taking their very first steps in code
Contents · 6 units
- 1What is a computer, really?SPKE-U1 · Weeks 1–5 · 30 GLH · Internal portfolio
- 2My first block programSPKE-U2 · Weeks 6–11 · 30 GLH · Internal portfolio
- 3Playful games with rulesSPKE-U3 · Weeks 12–17 · 32 GLH · Internal portfolio
- 4Stories & animationSPKE-U4 · Weeks 18–23 · 30 GLH · Internal portfolio
- 5Puzzles & problem-solvingSPKE-U5 · Weeks 24–29 · 30 GLH · Internal portfolio
- 6My tiny real appSPKE-U6 · Showcase weeks · 28 GLH · Internal portfolio
Overview & approach
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.
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
SPKE-U1 · Level 2 · Weeks 1–5 · 30 GLH · Internal portfolio
What is a computer, really?
Strand: Computational thinking foundations
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
- AC 1.1 Break a familiar task into exact, ordered steps
- AC 1.2 Spot and fix an out-of-order instruction
LO2 · Loops & choices
- AC 2.1 Spot a repeat and describe it as a loop
- AC 2.2 Make a simple “if this, then that” choice
Core competencies
- Critical thinking & problem solving
- Digital literacy
- Learning to learn
PCIs addressed
- Digital citizenship & online safety
- Mental 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 (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. |
SPKE-U2 · Level 2 · Weeks 6–11 · 30 GLH · Internal portfolio
My first block program
Strand: Visual programming
Before this unit: Can describe a task as ordered steps (Unit 1).
Key inquiry: “How do we make a character on screen do exactly what we imagine?”
You ship: A block program where a character moves, reacts and animates, shared on a live link.
LO1 · Motion & events
- AC 1.1 Use events to start actions
- AC 1.2 Move and animate a character
LO2 · Test & fix
- AC 2.1 Run the program and spot what is wrong
- AC 2.2 Fix it by reasoning about the steps
Core competencies
- Creativity & imagination
- Digital literacy
- Self-efficacy
PCIs addressed
- Digital citizenship & online safety
- Inclusion & accessibility
Hands-on practice
- Make a sprite dance to a plan you drew first.
- Add a sound or animation that reacts to a click.
- Fix a friend’s broken block program together.
Unit grading (Pass · Merit · Distinction)
| Pass | Builds a simple moving program with support. |
|---|---|
| Merit | Adds events and animation independently. |
| Distinction | Ships a lively, original block program. |
SPKE-U3 · Level 2 · Weeks 12–17 · 32 GLH · Internal portfolio
Playful games with rules
Strand: Game design foundations
Before this unit: Can build a simple block program (Unit 2).
Key inquiry: “What turns a moving picture into a game someone actually wants to play?”
You ship: A playable block game with a goal, rules and a score, shared with the class.
LO1 · Rules & scoring
- AC 1.1 Use a score variable to keep points
- AC 1.2 Add a clear win or lose rule
LO2 · Play & improve
- AC 2.1 Playtest and find one thing to fix
- AC 2.2 Improve the game from a friend’s feedback
Core competencies
- Creativity & imagination
- Critical thinking & problem solving
- Self-efficacy
PCIs addressed
- Digital citizenship & online safety
- Mental well-being & healthy screen habits
Hands-on practice
- Storyboard the game on paper, then build it block by block.
- Add scoring and a win condition.
- Playtest a classmate’s game and suggest one improvement.
Unit grading (Pass · Merit · Distinction)
| Pass | Builds a simple game with support. |
|---|---|
| Merit | Adds scoring and rules independently. |
| Distinction | Ships a polished game others enjoy. |
SPKE-U4 · Level 2 · Weeks 18–23 · 30 GLH · Internal portfolio
Stories & animation
Strand: Creative computing
Before this unit: Can build a block game (Unit 3).
Key inquiry: “How can code tell a story that plays itself?”
You ship: An animated, interactive story published to a link to share with family.
LO1 · Scenes & characters
- AC 1.1 Plan scenes and characters
- AC 1.2 Animate them in order
LO2 · Interactivity
- AC 2.1 Let the audience make a choice
- AC 2.2 Publish and share the story safely
Core competencies
- Creativity & imagination
- Communication & collaboration
- Digital literacy
PCIs addressed
- Inclusion & accessibility
- Digital citizenship & online safety
Hands-on practice
- Storyboard the story on paper first.
- Animate it scene by scene.
- Add a choose-your-path moment for the audience.
Unit grading (Pass · Merit · Distinction)
| Pass | Tells a simple animated story with support. |
|---|---|
| Merit | Adds interactivity independently. |
| Distinction | Ships an expressive, interactive story. |
SPKE-U5 · Level 2 · Weeks 24–29 · 30 GLH · Internal portfolio
Puzzles & problem-solving
Strand: Logic & debugging
Before this unit: Comfortable building block projects (Units 2–4).
Key inquiry: “When something goes wrong, how do we work out why — like a detective?”
You ship: A maze or logic-puzzle game the player has to think to solve.
LO1 · Logic
- AC 1.1 Use conditions to make decisions
- AC 1.2 Combine steps to solve a puzzle
LO2 · Debugging
- AC 2.1 Find a bug by testing
- AC 2.2 Fix it and explain what happened
Core competencies
- Critical thinking & problem solving
- Learning to learn
- Self-efficacy
PCIs addressed
- Mental well-being & healthy screen habits
- Digital citizenship & online safety
Hands-on practice
- Solve a maze on paper, then build it in blocks.
- Break a puzzle on purpose, then fix it.
- Race a friend to debug the same puzzle.
Unit grading (Pass · Merit · Distinction)
| Pass | Solves guided puzzles with support. |
|---|---|
| Merit | Builds and debugs a puzzle independently. |
| Distinction | Designs a clever puzzle others must think to solve. |
SPKE-U6 · Level 2 · Showcase weeks · 28 GLH · Internal portfolio
My tiny real app
Strand: Applied blocks · showcase
Before this unit: Can build and debug block projects (Unit 5).
Key inquiry: “How can the code I write help someone in my family or class?”
You ship: A friendly, useful little app — like a family quiz — demoed to parents and peers.
LO1 · Design for someone
- AC 1.1 Choose who the app will help
- AC 1.2 Plan what it needs to do
LO2 · Build & show
- AC 2.1 Build the app in blocks
- AC 2.2 Demo it and explain your choices
Core competencies
- Creativity & imagination
- Citizenship
- Self-efficacy
PCIs addressed
- Digital citizenship & online safety
- Inclusion & accessibility
Hands-on practice
- Pick a real person to help.
- Build a quiz or helper app for them.
- Showcase day: demo the app to parents and peers.
Unit grading (Pass · Merit · Distinction)
| Pass | Builds a tiny app with support. |
|---|---|
| Merit | Designs and builds a helpful app independently. |
| Distinction | Ships a thoughtful app and presents it with pride. |
What you walk away with
A portfolio of 6 real, shipped artefacts — one per unit, assessed to standard.
- 1 A set of exact, ordered instructions (an algorithm) acted out and then built in visual blocks.
- 2 A block program where a character moves, reacts and animates, shared on a live link.
- 3 A playable block game with a goal, rules and a score, shared with the class.
- 4 An animated, interactive story published to a link to share with family.
- 5 A maze or logic-puzzle game the player has to think to solve.
- 6 A friendly, useful little app — like a family quiz — demoed to parents and peers.
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. |