Ages 6–17 · Explorers, Builders & Creators
Spark · Level A
Full curriculum document
Primary-school learners taking their first steps in technology
Contents · 6 units
- 1What is a computer, really?SPK-U1 · Weeks 1–6 · 40 GLH · Internal portfolio
- 2Building with blocksSPK-U2 · Weeks 7–13 · 45 GLH · Internal portfolio
- 3Creativity with code: art, music & storiesSPK-U3 · Weeks 14–19 · 40 GLH · Internal portfolio
- 4Real code: first PythonSPK-U4 · Weeks 20–26 · 45 GLH · Portfolio + exam
- 5The web & staying safe onlineSPK-U5 · Weeks 27–31 · 40 GLH · Internal portfolio
- 6My first AI featureSPK-U6 · Showcase weeks · 45 GLH · Internal portfolio
Overview & approach
Before a single line of code, young learners ask what a computer actually is: a machine that follows exact instructions, one step at a time. From that one idea — instructions in order — everything else is built, from visual blocks to real Python.
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
SPK-U1 · Level 2 · Weeks 1–6 · 40 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 useful?”
You ship: A sequence of instructions (an “algorithm”) that solves a real everyday task, acted out and then coded in blocks.
LO1 · Instructions & sequence
- AC 1.1 Break a familiar task (making tea, a dance) into exact, ordered steps
- AC 1.2 Explain why order matters and fix an out-of-order instruction
LO2 · Patterns & logic
- AC 2.1 Spot a repeating pattern and describe it as a loop
- AC 2.2 Make a simple decision with “if this, then that”
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 learner 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 can follow first time. |
SPK-U2 · Level 2 · Weeks 7–13 · 45 GLH · Internal portfolio
Building with blocks
Strand: Visual programming
Before this unit: Can describe a task as ordered steps (Unit 1).
Key inquiry: “How can we turn a story or a game in our head into something the computer can play?”
You ship: A playable game or animated story built in visual blocks, shared on a live link.
LO1 · Events, loops & variables
- AC 1.1 Use events, loops and a score variable to make a working game
- AC 1.2 Test the game and fix a bug by reasoning about the steps
LO2 · Design & storytelling
- AC 2.1 Plan characters, rules and a goal before building
- AC 2.2 Give and act on friendly feedback from a partner
Core competencies
- Creativity & imagination
- Critical thinking & problem solving
- Self-efficacy
PCIs addressed
- Digital citizenship & online safety
- Inclusion & accessibility
Hands-on practice
- Storyboard a game on paper, then build it block by block.
- Playtest a classmate’s game and suggest one improvement.
- Show-and-tell: demo your game and explain one thing you fixed.
Unit grading (Pass · Merit · Distinction)
| Pass | Builds a simple working game. |
|---|---|
| Merit | Adds scoring and fixes bugs independently. |
| Distinction | Ships a polished, original game others enjoy playing. |
SPK-U3 · Level 2 · Weeks 14–19 · 40 GLH · Internal portfolio
Creativity with code: art, music & stories
Strand: Creative computing
Before this unit: Can build a project in visual blocks (Unit 2).
Key inquiry: “How can code make art, music and stories that feel like mine?”
You ship: An interactive art, music or animation project shared on a live link.
LO1 · Make
- AC 1.1 Use loops and variables to generate art, sound or animation
- AC 1.2 Add interactivity so a user can change what happens
LO2 · Share
- AC 2.1 Publish the project to a link and gather feedback
- AC 2.2 Improve one thing based on a friend’s feedback
Core competencies
- Creativity & imagination
- Digital literacy
- Self-efficacy
PCIs addressed
- Digital citizenship & online safety
- Inclusion & accessibility
Hands-on practice
- Make generative art or a music loop in code.
- Add a control the audience can play with.
- Share your project and collect one idea to improve it.
Unit grading (Pass · Merit · Distinction)
| Pass | Creates a simple interactive project with support. |
|---|---|
| Merit | Adds interactivity and polish independently. |
| Distinction | Ships an original, expressive project others enjoy. |
SPK-U4 · Level 2 · Weeks 20–26 · 45 GLH · Portfolio + exam
Real code: first Python
Strand: Text programming foundations
Before this unit: Comfortable creating projects in code (Units 2–3).
Key inquiry: “Why do professionals type code instead of dragging blocks — and what does that unlock?”
You ship: A small Python program published to a link you can share.
LO1 · Python basics
- AC 1.1 Use variables, input/output and loops in real Python
- AC 1.2 Read an error message and correct the code
LO2 · From blocks to text
- AC 2.1 Convert a block project into typed Python
- AC 2.2 Explain why the typed version is more powerful
Core competencies
- Digital literacy
- Learning to learn
- Critical thinking & problem solving
PCIs addressed
- Data protection & privacy
- Career & life skills
Hands-on practice
- Convert a block project into typed Python and compare them.
- Write a small program that solves a real task.
- Pair-debug: read each other’s error messages out loud.
Unit grading (Pass · Merit · Distinction)
| Pass | Writes and runs a short Python program with help. |
|---|---|
| Merit | Debugs and extends a program independently. |
| Distinction | Ships a small, original Python project that works first time. |
SPK-U5 · Level 2 · Weeks 27–31 · 40 GLH · Internal portfolio
The web & staying safe online
Strand: The web & digital citizenship
Before this unit: Can write a short Python program (Unit 4).
Key inquiry: “How does a web page reach someone else’s screen — and how do we stay safe getting there?”
You ship: A published personal web page and a class digital-safety guide.
LO1 · The web
- AC 1.1 Build a simple page with HTML and basic styling
- AC 1.2 Explain how a web page reaches someone else’s screen
LO2 · Staying safe
- AC 2.1 Recognise scams, oversharing and unsafe requests online
- AC 2.2 Set up strong passwords and privacy basics
Core competencies
- Digital literacy
- Communication & collaboration
- Citizenship
PCIs addressed
- Data protection & privacy
- Digital citizenship & online safety
Hands-on practice
- Build and publish an “about me” page.
- Trace how a page travels from a server to a screen.
- Make a poster teaching one online-safety rule.
Unit grading (Pass · Merit · Distinction)
| Pass | Builds a basic page with support. |
|---|---|
| Merit | Publishes a page and explains web safety independently. |
| Distinction | Ships a polished page and teaches safety to peers. |
SPK-U6 · Level 2 · Showcase weeks · 45 GLH · Internal portfolio
My first AI feature
Strand: Applied AI for young builders
Before this unit: Can build and publish a web page (Unit 5).
Key inquiry: “How does a computer “recognise” a picture or a word — and where can it get things wrong?”
You ship: A friendly app with one AI feature (image or text recognition) and a shared showcase.
LO1 · How AI learns
- AC 1.1 Train a simple image/word classifier from examples and test it
- AC 1.2 Show a case where the AI is wrong and explain why
LO2 · Using AI kindly
- AC 2.1 Add an AI feature to a small app that helps someone
- AC 2.2 Talk about fairness and privacy in your own words
Core competencies
- Creativity & imagination
- Citizenship
- Critical thinking & problem solving
PCIs addressed
- AI ethics, bias & fairness
- Digital citizenship & online safety
Hands-on practice
- Teach a model to tell two things apart, then try to fool it.
- Design an app idea that helps a family member or classmate.
- Showcase day: demo the app to parents and peers.
Unit grading (Pass · Merit · Distinction)
| Pass | Trains and tests a simple model with support. |
|---|---|
| Merit | Adds a working AI feature to an app independently. |
| Distinction | Ships a thoughtful, fair AI app and can explain its limits. |
What you walk away with
A portfolio of 6 real, shipped artefacts — one per unit, assessed to standard.
- 1 A sequence of instructions (an “algorithm”) that solves a real everyday task, acted out and then coded in blocks.
- 2 A playable game or animated story built in visual blocks, shared on a live link.
- 3 An interactive art, music or animation project shared on a live link.
- 4 A small Python program published to a link you can share.
- 5 A published personal web page and a class digital-safety guide.
- 6 A friendly app with one AI feature (image or text recognition) and a shared showcase.
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. |