Curriculum alignment · UK / International

England computing curriculum and Cambridge International (IGCSE, AS & A Level)

We checked the LittleAIMaster Grade 1–12 AI course against all 58 rated requirements of this framework: 33 fully covered, 16 mostly covered, 9 partly covered. Open a requirement to see what learners do and the exact lessons.

84%
Fully covered 33Mostly covered 16Partly covered 9of 58 requirements21 taught earlier than the framework asks

Source documents (6)

Published September 2013 (statutory, still in force)
Curriculum and Assessment Review: Building a world-class curriculum for all (Final Report) - Computing/digital literacy recommendations
UK Department for Education (independent panel chaired by Professor Becky Francis, commissioned by DfE)
Published 5 November 2025; government accepted direction, revised curriculum due 2027 for first teaching 2028, GCSEs updated from 2029
Cambridge Primary Computing (0059) Curriculum Framework
Cambridge Assessment International Education (Cambridge International, part of University of Cambridge)
Published September 2021, first teaching September 2022 (Stages 1-6, ages 5-11)
Cambridge Lower Secondary Computing (0860) Curriculum Framework
Cambridge Assessment International Education
Published September 2021, first teaching September 2022 (Stages 7-9, ages 11-14)
Cambridge IGCSE Computer Science (0478)
Cambridge Assessment International Education
Syllabus for exams 2023, 2024, 2025 (Version 2)
Cambridge International AS & A Level Computer Science (9618)
Cambridge Assessment International Education
Syllabus for exams 2024 and 2025 (Version 2)

15 of 58 requirements are worded from secondary summaries or could not be checked against the primary document; they are marked.

Alignment chart

Every England + Cambridge requirement, rated

5Taught at this grade5Some material5Grades the framework asks for
Open a requirement to see what learners do and the exact lessons.

Showing 58 of 58 requirements

National Curriculum in England: Computing (KS1)

Algorithms/Programming

Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions

Framework grades 1–2
Fully covered
Our Grades 1–2 Fully covered
What learners do

In Grade 1 'Test It Many Ways' and Grade 2 'Robo Repeats', learners write a paper route, predict where it ends from two starting points, run it and explain changed results.

Programming

Create and debug simple programs

Framework grades 1–2
Mostly covered
Our Grades 1–2 Mostly covered
What learners do

In Grade 1 'Do It Again' and Grade 2 'Robo Repeats', learners assemble and run grid commands and repeats and debug the visible behaviour. In 'Notice, Then Do' they program a sensor-triggered response.

Still to add

Events are in a separate sensor-rule activity; the grid program has no event block inside the same program.

Computational thinking

Use logical reasoning to predict the behaviour of simple programs

Framework grades 1–2
Fully covered
Our Grades 1–2 Fully covered
What learners do

In Grade 2 'Robo Repeats' and 'Check Byte's Work', learners run a grid route, repair the command sequence and explain the missing pickup or wrong turn to a partner.

Digital literacy

Use technology purposefully to create, organise, store, manipulate and retrieve digital content

Framework grades 1–2
Mostly covered
Our Grades 1–2 Mostly covered
What learners do

In Grade 1 'Find It, Make It, Share It' and 'Tally It, Chart It', learners find facts in supplied results, revise a caption and present a poster of collected data with credit.

Still to add

Search and file management are teacher-supported and limited to prepared material, not a broader independent digital workflow.

Recognise common uses of information technology beyond school

Framework grades 1–2
Fully covered
Our Grades 1–2 Fully covered
What learners do

In Grade 1 'Parts and Apps' and Grade 2 'Inside a Smart Machine', learners sort digital systems from a plain powered lamp and fan, identify inputs and outputs and trace the computing chain.

Online safety

Use technology safely and respectfully, keeping personal information private; identify where to go for help and support about online content or contact

Framework grades 1–2
Fully covered
Our Grades 1–2 Fully covered
What learners do

In Grade 1 'Keep It Safe Online', learners order do-not-reply and show-an-adult steps for unknown online contact, and protect a photo and a password.

National Curriculum in England: Computing (KS2)

Programming

Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

Framework grades 3–5
Mostly covered
Our Grades 3–5 Mostly covered
What learners do

In Grade 3 'Byte on the Grid', learners build executable routes and repeats, observe failures and debug. In Grade 5 'Program a Gadget' they set up a live sensor event-response rule.

Still to add

The grid language has no event command linking events and loops inside one program.

Use sequence, selection and repetition in programs; work with variables and various forms of input and output

Framework grades 3–5
Mostly covered
Our Grades 3–5 Mostly covered
What learners do

In Grade 4 'Repeat and Remember', learners run counters and nested repeats, inspect traces and justify repeated versus sequential instructions.

Still to add

Executable compound conditions and selection are not available in the program interpreter.

Computational thinking

Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

Framework grades 3–5
Fully covered
Our Grades 3–5 Fully covered
What learners do

In Grade 3 'Debug the Algorithm' and Grade 5 'Debug the Steps', learners spot the wrong step, fix it, sort bug kinds and run a debugging loop. Written reasoning is recorded in the unplugged classroom sheets.

Networks

Understand computer networks including the internet, how they provide multiple services such as the world wide web, and the opportunities they offer for communication and collaboration

Framework grades 3–5
Fully covered
Our Grades 3–5 Fully covered
What learners do

In Grade 3 'How a Message Travels', learners reassemble packet slips, request a missing packet, route to an address and explain DNS, protocols and protected messages.

Digital literacy

Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

Framework grades 3–5
Mostly covered
Our Grades 3–5 Mostly covered
What learners do

In Grade 3 'Why Am I Seeing This?' and Grade 5 'My Digital Toolkit', learners judge ranked and sponsored prepared results and check an AI answer against its source.

Still to add

Search is a prepared simulation; learners are not required to refine queries on a real search service.

Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create programs, systems and content, including collecting, analysing, evaluating and presenting data and information

Framework grades 3–5
Mostly covered
Our Grades 3–5 Mostly covered
What learners do

In Grade 3 'Pick the Right Chart' and Grade 5 'My Digital Toolkit', learners combine a saved chart and caption for an audience, get a partner's comment, and revise while keeping the counts trustworthy.

Still to add

Digital work combines real counts with supplied cards; wording, accessibility revisions and fuller file work happen on paper, and multi-application digital production is not required.

Online safety

Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Framework grades 3–5
Fully covered
Our Grades 3–5 Fully covered
What learners do

In Grade 5 'My Secrets', 'Locks and Keys', 'My Data Trail' and 'When Something Goes Wrong', learners protect their identity, treat an online claim of being ten as unverifiable, close and report scary content, and learn to be kind because it reaches a real person.

National Curriculum in England: Computing (KS3)

Computational thinking

Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems

We start Grade 4 · framework Grade 6Framework grades 6–8
Fully covered
Our Grades 6–8 Covered earlier · Grade 4
What learners do

In Grade 4 'Make a Model', learners design a map for a chosen job by deciding what to keep and leave off, build a school-bell model of states and rules, and sort which parts stay when it is reused for a pet feeder.

Algorithms

Understand several key algorithms that reflect computational thinking (e.g. sorting and searching); use logical reasoning to compare the utility of alternative algorithms for the same problem

Framework grades 6–8
Mostly covered
Our Grades 6–8 Mostly covered
What learners do

In Python Lab Module 6, learners implement selection sort and recursive binary search and check them with assertions on varied cases. Teaching explains quadratic and logarithmic costs.

Still to add

The efficiency comparison is mostly supplied; learners do not independently compare several algorithms and justify an efficiency judgement.

Programming

Use two or more programming languages, at least one of which is textual, to solve computational problems; use appropriate data structures (lists, tables, arrays); design and develop modular programs using procedures or functions

Framework grades 6–8
Mostly covered
Our Grades 6–8 Mostly covered
What learners do

In Python Lab Modules 1 to 5 and Grade 8 'Getting User Input', learners write a small text program combining input, conversion, lists, branching, a loop and output.

Still to add

The Grade 6-8 activities do not explain translation, bytecode or interpreter execution in depth.

Computer systems

Understand simple Boolean logic (AND, OR, NOT) and its uses in circuits and programming; understand binary representation and carry out simple binary operations

Framework grades 6–8
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 6 'Making Decisions - IF-THEN' and 'How Computers Count - Binary', learners sort AND/OR rules, add NOT with comparison operators and convert binary numbers both ways.

Understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems

Framework grades 6–8
Partly covered
Our Grades 6–8 Partly covered
What learners do

In Grade 6 'Memory and Storage' and 'Input and Output', learners sort CPU from GPU, compare RAM and storage, and order the input-process-output chain.

Still to add

Operating systems, system and application software, drivers, common hardware faults and troubleshooting are not named, and how components pass data is only implied.

Understand how instructions are stored and executed, and how data of various types (text, sound, pictures) can be represented and manipulated digitally in binary

Framework grades 6–8
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 6 'How Computers Count - Binary' and Grade 7 'Pixels and Pictures' and 'Colors for Computers', learners convert binary both ways, compute pixels and megapixels, and convert RGB to hex by hand.

Digital creation

Undertake creative projects selecting, using and combining multiple applications across devices to achieve challenging goals, including collecting and analysing data and meeting the needs of known users

We start Grade 3 · framework Grade 6Framework grades 6–8
Mostly covered
Our Grades 6–8 Mostly covered
What learners do

In Grade 5 'My Digital Toolkit', learners rebuild a saved chart as a page for younger readers, check it for colour-only bars and overclaims, and present it. In Grade 3 and 4 they combine chart, picture and caption on a poster.

Still to add

The Grade 5 poster is assembled from ready-made cards, so learners do not yet create the repurposed piece themselves.

Where it is taught

Digital literacy

Create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability

We start Grade 3 · framework Grade 6Framework grades 6–8
Mostly covered
Our Grades 6–8 Mostly covered
What learners do

In Grade 5 'My Digital Toolkit', learners rebuild a saved chart as a page for younger readers, check it for colour-only bars and overclaims, and present it. In Grade 3 and 4 they combine chart, picture and caption on a poster.

Still to add

The Grade 5 poster is assembled from ready-made cards, so learners do not yet create the repurposed piece themselves.

Where it is taught

Online safety

Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns

We start Grade 5 · framework Grade 6Framework grades 6–8
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 6 'Being a Good Digital Citizen' and 'AI and Privacy', learners use STOP, SAVE, BLOCK, TELL for cyberbullying, report to a trusted adult, use a nickname over a real name, apply a permissions need-test, and never meet online contacts alone.

National Curriculum in England: Computing (KS4)

General

Develop capability, creativity and knowledge in computer science, digital media and information technology (statutory for all KS4 pupils, not only GCSE candidates)

Framework grades 9–10
Partly covered
Our Grades 9–10 Partly covered
What learners do

In Grade 9 'The Right Question' and Grade 10 'Presentation and Demo', learners use an AI chat tool on their own textbook paragraph, write a project Gantt chart, plan a goal with AI, and record and self-score a 3-minute demo.

Still to add

Learners do not practise finding information with search tools, managing information across subjects, or keeping their tool knowledge current; those are only told.

Computational thinking

Develop and apply analytic, problem-solving, design and computational thinking skills

We start Grade 6 · framework Grade 9Framework grades 9–10
Fully covered
Our Grades 9–10 Fully covered
What learners do

Learners name and practise decomposition, pattern recognition and algorithm design in Grade 6, such as 'Patterns Are Everywhere'. Scoping and decomposition continue in Grade 9 'The Failed Project'.

Online safety

Understand how changes in technology affect safety, including new ways to protect online privacy and identity, and how to identify and report a range of concerns

We start Grade 5 · framework Grade 9Framework grades 9–10
Fully covered
Our Grades 9–10 Covered earlier · Grade 5
What learners do

In Grade 5 learners see what a search and a photo give away, sort what is private, and decide what to do about a stranger's messages, scary pop-ups and mean game chat (do not reply, keep a picture, tell a trusted adult).

Where it is taught

Curriculum and Assessment Review 2025 (Computing recommendations)

AI/digital literacy

Young people should understand how AI works, its capabilities and limitations, and learn to use it effectively without becoming dependent on it; this should be delivered primarily through Computing rather than assumed to develop automatically

Framework grades 1–2, 3–5, 6–8, 9–10
Fully covered
Our Grades 1–2 Fully covered
What learners do

In Grade 2 'Fair and Good for Everyone?', learners weigh a talking toy's useful functions, its misleading feelings and who is responsible for an unchecked error.

Our Grades 3–5 Fully covered
What learners do

In Grade 4 'How AI Is Built' and Grade 3 'Predicting', learners see that Byte is wrong one time in a hundred, that confidence is not correctness, pick the smallest tool that works, and sort uses into fine-to-use and check-first.

Our Grades 6–8 Fully covered
What learners do

In Grade 8 'The AI Hammer', learners judge whether AI fits a stated purpose using a suitability checklist. Grade 6 'AI Makes Mistakes' and 'When to Trust AI' cover mistakes, limits and risks.

Our Grades 9–10 Fully covered
What learners do

Learners sort the pros and cons of K-Nearest Neighbors and decision trees in Grade 9, judge real versus hyped AI capability in Grade 10 'AI for Global Good', and check whether eight project ideas can be built in 'Spark of Inspiration'.

Curriculum and Assessment Review 2025 (Media literacy recommendations)

Media/AI literacy

Media literacy (taught mainly via Citizenship) should cover critically engaging with messages conveyed through different media channels, including AI, and identifying/protecting against misinformation and disinformation

We start Grade 5 · framework Grade 6Framework grades 6–8, 9–10
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 6 'Real vs Fake: Deepfakes' and 'When to Trust AI', learners use the STOP method before forwarding and SIFT before trusting, and learn that a blue tick or HD quality is not proof. They also question fake reviews and percentages based on posts.

Our Grades 9–10 Fully covered
What learners do

Grade 10 'Deepfakes and Misinformation' teaches responding to deepfakes and synthetic media with source checking, building on SIFT and the STOP method for viral content from Grade 6.

Cambridge Primary Computing (0059)

Computational thinking

Follow, and identify single errors in, everyday task algorithms; use directional language and create ordered instructions for simple tasks

Framework grades 1–2· secondary source
Fully covered
Our Grades 1–2 Fully covered
What learners do

In Grade 1 'Test It Many Ways' and Grade 2 'Robo Repeats', learners write a paper route, predict where it ends from two starting points, run it and explain changed results.

Computer systems

Identify that everyday devices contain computers and recognise basic input/output methods

Framework grades 1–2· secondary source
Fully covered
Our Grades 1–2 Fully covered
What learners do

In Grade 1 'Parts and Apps' and Grade 2 'Inside a Smart Machine', learners sort digital systems from a plain powered lamp and fan, identify inputs and outputs and trace the computing chain.

Networks and digital communication

Identify networked hardware at school/home, understand advantages/disadvantages of networks, and that ciphers/simple codes can protect information

Framework grades 3–5· secondary source
Fully covered
Our Grades 3–5 Fully covered
What learners do

In Grade 3 'How a Message Travels', learners reassemble packet slips, request a missing packet, route to an address and explain DNS, protocols and protected messages.

Programming

Develop multi-object programs with repetition/iteration (count-controlled loops) and debug systematically, including programming physical devices

Framework grades 3–5· secondary source
Mostly covered
Our Grades 3–5 Mostly covered
What learners do

In Grade 4 'Repeat and Remember', learners run counters and nested repeats, inspect traces and justify repeated versus sequential instructions.

Still to add

Executable compound conditions and selection are not available in the program interpreter.

Computational thinking

Use selection (IF/THEN/ELSE), variables and comparison/arithmetic operators when developing algorithms

Framework grades 3–5· secondary source
Mostly covered
Our Grades 3–5 Mostly covered
What learners do

In Grade 4 'Repeat and Remember', learners run counters and nested repeats, inspect traces and justify repeated versus sequential instructions.

Still to add

Executable compound conditions and selection are not available in the program interpreter.

Computer systems / AI awareness

Know that Artificial Intelligence (AI) is a simulation of human intelligence, with example applications such as predictive text and speech-to-text

We start Grade 2 · framework Grade 3Framework grades 3–5· secondary source
Fully covered
Our Grades 3–5 Fully covered
What learners do

In Grade 3 'Robots' and 'AI at Work', learners sort machines into those told the steps and those shown examples, see that a toaster needs no AI, and learn AI as a machine that learns.

Computational thinking

Follow and create algorithms presented as flowcharts using standard symbols (start, stop, process, decision, connector), including multiple variables

Framework grades 6–8· secondary source
Partly covered
Our Grades 6–8 Partly covered
What learners do

In Grade 7 'Unit 4 Review', learners order a chatbot flowchart using rectangles for actions and diamonds for decisions, draw their own, and test it by role-play. Grade 6 includes a 'Flowchart' flashcard.

Still to add

Oval start/end and input/output symbols are not taught, no flowchart with a loop is traced, and language-independent pseudocode is not taught before Grade 12.

Managing data

Plan statistical investigations, design databases/spreadsheets with cell referencing and functions, and know that data is used to solve problems across industries

Framework grades 6–8· secondary source
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Python Lab Module 22 and Grade 8 'The Phone Book Problem', learners create linked tables with keys, write and test grouped JOIN queries, reject an invalid foreign key, and compare a rename in normalised versus duplicated stores.

Networks and digital communication

Understand data security during transmission and different user authentication methods (password, fingerprint, facial recognition)

We start Grade 5 · framework Grade 6Framework grades 6–8· secondary source
Fully covered
Our Grades 6–8 Fully covered
What learners do

Learners cover password length, reuse, 2FA and social engineering in Grade 5, then in Grade 6 'AI and Privacy', 'AI in Your Phone' and Grade 7 compare face unlock, biometric thresholds, liveness and one-to-one matching.

Computer systems

Understand that robots can work autonomously and describe robotics benefits in manufacturing/food production

Framework grades 6–8· secondary source
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 7 'Robots in Six Places', learners compare home, factory, hospital, farm, defence and transport robots with an advantage and a drawback each, then sort eight points as advantage or drawback. They also see who answers for harm.

Where it is taught

Cambridge Lower Secondary Computing (0860)

Computational thinking

Follow, edit and create algorithms using flowcharts and pseudocode; use selection statements and Boolean logic; progress from linear to binary search

Framework grades 6–8· secondary source
Partly covered
Our Grades 6–8 Partly covered
What learners do

In Grade 7 'Unit 4 Review', learners order a chatbot flowchart using rectangles for actions and diamonds for decisions, draw their own, and test it by role-play. Grade 6 includes a 'Flowchart' flashcard.

Still to add

Oval start/end and input/output symbols are not taught, no flowchart with a loop is traced, and language-independent pseudocode is not taught before Grade 12.

Programming

Use a text-based language (Python recommended) with data types, input/output, variables, arithmetic operators, conditionals, loops and arrays; program physical devices such as micro:bit

Framework grades 6–8· secondary source
Mostly covered
Our Grades 6–8 Mostly covered
What learners do

In Python Lab Modules 1 to 5 and Grade 8 'Getting User Input', learners write a small text program combining input, conversion, lists, branching, a loop and output.

Still to add

The Grade 6-8 activities do not explain translation, bytecode or interpreter execution in depth.

Managing data

Evaluate models and simulators for real-life scenarios; create relational databases with linked tables; understand Big Data and describe its applications

Framework grades 6–8· secondary source
Partly covered
Our Grades 6–8 Partly covered
What learners do

Grade 6 'AI Wakes Up Again' and Grade 8 'The AI Hammer' and 'Improving AI' mention the scale of internet data and big data in passing, such as video uploaded each minute.

Still to add

Big Data's characteristics and analytics are not taught in Grades 6-8, and its large-scale uses are not surveyed.

Networks and digital communication

Explain IP addresses, URLs and DNS; distinguish PAN/LAN/WAN and topologies; understand encryption, firewalls, error detection and protocols (TCP/IP, HTTP)

We start Grade 3 · framework Grade 6Framework grades 6–8· secondary source
Mostly covered
Our Grades 6–8 Mostly covered
What learners do

In Grade 8 networks chapters learners order a packet's route, judge IP addresses and read TCP resends. In Grade 3 'How a Message Travels' they order a DNS look-up, reroute round a broken path and meet locked packets.

Still to add

Network topology such as star, mesh and bus is never taught, and how design choices affect security is not examined.

Computer systems / AI awareness

Explore Artificial Intelligence (computers taking information from surroundings to produce outputs), machine learning, autonomous robotics, and augmented reality applications

Framework grades 6–8· secondary source
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 6 'What is AI?' and 'AI in Your Home', learners define AI and sort real gadgets as AI or not AI, using three levels, five clues and rule-based versus learning-based tests, giving reasons.

Cambridge IGCSE Computer Science (0478)

Automated and emerging technologies / AI

Understand what is meant by Artificial Intelligence (AI)

We start Grade 6 · framework Grade 9Framework grades 9–10
Fully covered
Our Grades 9–10 Fully covered
What learners do

In Grade 9 'Welcome, AI Engineers!', learners sort eight tasks as traditional programming or machine learning and judge eight products, such as Netflix, a calculator, Gmail and Tesla, as AI or not with reasons.

Describe the main characteristics of AI: the collection of data and rules for using that data, the ability to reason, and (optionally) the ability to learn and adapt

We start Grade 4 · framework Grade 9Framework grades 9–10
Fully covered
Our Grades 9–10 Covered earlier · Grade 4
What learners do

In Grade 4 'A Plant Doctor That Knows Facts', learners meet the knowledge base, the rule base and the inference engine, build a plant doctor from expert rules, and test it. In Grade 9 they follow the data-to-model-to-output pipeline.

Where it is taught

Explain the basic operation and components of AI systems that simulate intelligent behaviour, limited to expert systems (knowledge base, rule base, inference engine, interface) and machine learning (a program's ability to automatically adapt its own processes and/or data)

We start Grade 4 · framework Grade 9Framework grades 9–10
Fully covered
Our Grades 9–10 Covered earlier · Grade 4
What learners do

In Grade 4 'A Plant Doctor That Knows Facts', learners meet the knowledge base, the rule base and the inference engine, build a plant doctor from expert rules, and test it. In Grade 9 they follow the data-to-model-to-output pipeline.

Where it is taught

Automated and emerging technologies

Describe how sensors, microprocessors and actuators combine to create automated systems, and describe advantages/disadvantages for given scenarios (industry, transport, agriculture, weather, gaming, lighting, science)

We start Grade 3 · framework Grade 9Framework grades 9–10
Fully covered
Our Grades 9–10 Covered earlier · Grade 7
What learners do

In Grade 7 'How Robots Sense, Decide and Move', learners build the block diagram of a rover's loop, placing each step under sensor, controller, actuator or feedback, and match sensors to jobs.

Understand what is meant by robotics, describe the characteristics of a robot (mechanical structure, electrical components/sensors/actuators/microprocessors, programmability), and the roles robots perform (industry, transport, agriculture, medicine, domestic, entertainment) with advantages/disadvantages

We start Grade 3 · framework Grade 9Framework grades 9–10
Fully covered
Our Grades 9–10 Covered earlier · Grade 7
What learners do

In Grade 7 'How Robots Sense, Decide and Move', learners apply a four-part robot test, separate robots from fixed machines and body-less AI, match what AI adds, and sort who controls each robot. Grade 3 sorts robots by land, air, water and space, and cobots.

Cyber security

Describe the processes involved in, and aim of, a range of cyber security threats (brute-force, data interception, DDoS, hacking, malware, pharming, phishing, social engineering) and explain solutions to keep data safe (access levels, anti-malware, authentication, firewalls, SSL, etc.)

We start Grade 5 · framework Grade 9Framework grades 9–10
Fully covered
Our Grades 9–10 Covered earlier · Grade 5
What learners do

In Grade 5 'Kinds of Attack', learners meet phishing, social engineering, malware, hacking and DDoS, and match each attack to a proportionate protection. In Grade 10 they add threat modelling and defences for AI systems.

Where it is taught

Internet

Understand the difference between the internet and the world wide web, and describe how web pages are located, retrieved and displayed (browser, IP addresses, DNS, web server, HTML)

Framework grades 9–10
Partly covered
Our Grades 9–10 Partly covered
What learners do

Learners build on Grade 8 'How a Message Crosses the Internet' (packets, addresses, routers, TCP). In Grade 10 'Keeping Secrets: Encryption' they follow a message across café Wi-Fi and study HTTPS.

Still to add

DNS and network topology are not taught, and neither is how network design affects reliability or security.

Where it is taught

Digital currency

Understand the concept of a digital currency and the process of blockchain as a time-stamped digital ledger used to track digital currency transactions

Framework grades 9–10
Partly covered
Our Grades 9–10 Partly covered
What learners do

In Grade 10 'Keeping Secrets: Encryption', learners study 'Hash Chains and Blockchains', see how editing an entry changes the final fingerprint, and sort claims about what a blockchain does and does not guarantee.

Still to add

Digital currency, time-stamped transactions and consensus are not explained, and what a ledger is used for is told once in a single card.

Where it is taught

Programming/software

Describe the operation of a compiler and an interpreter, including how high-level language is translated and how errors are reported, and explain the role of an IDE and its common functions

We start Grade 8 · framework Grade 9Framework grades 9–10
Fully covered
Our Grades 9–10 Fully covered
What learners do

In Python Lab Module 12 'Look at the Bytecode', learners combine typed input with text-program operations, inspect Python bytecode instructions and relate source code to the interpreter.

Cambridge International AS & A Level Computer Science (9618)

Artificial Intelligence (AI)

Show understanding of how graphs can be used to aid AI, and use A* and Dijkstra's algorithms to perform searches on a graph (candidates not required to write the search algorithms themselves)

We start Grade 7 · framework Grade 11Framework grades 11–12
Mostly covered
Our Grades 11–12 Mostly covered
What learners do

In Python Lab, learners write breadth-first search, print its search tree and compare hops, cost and expansions with depth-first, Dijkstra and A*. In Search Sandbox they build one maze and step BFS, DFS, greedy and A* while recording expanded cells and path length.

Still to add

Dijkstra and the other comparison searches are supplied helpers that learners run, not write; no Grade 11-12 lesson sends learners to either tool.

Where it is taught

Show understanding of how artificial neural networks have helped with machine learning

We start Grade 10 · framework Grade 11Framework grades 11–12
Fully covered
Our Grades 11–12 Fully covered
What learners do

In Grade 10 chapters such as '86 Billion Neurons!' and 'The Secret Ingredients!', learners study a neuron as a weighted sum plus activation, layer roles, activation functions and parameter counting.

Where it is taught

Show understanding of Deep Learning, Machine Learning and Reinforcement Learning and the reasons for using each, including machine learning categories such as supervised and unsupervised learning

Framework grades 11–12
Fully covered
Our Grades 11–12 Fully covered
What learners do

In Grade 11 'The Gaming Champion', 'AI in Finance' and 'AI in Retail', learners define the three families, repeatedly sort tasks into supervised, unsupervised or reinforcement learning, and run k-means.

Where it is taught

Show understanding of back propagation of errors and regression methods in machine learning

We start Grade 10 · framework Grade 11Framework grades 11–12
Fully covered
Our Grades 11–12 Fully covered
What learners do

In Grade 10 chapters such as 'Backpropagation Basics' and 'Your First Neural Network', learners study loss, gradient descent, the chain rule and backpropagation, then compile and fit multilayer models in Keras.

Where it is taught

Security

Show understanding of encryption (symmetric/asymmetric cryptography, public/private key), SSL/TLS, digital certification and quantum cryptography purpose/benefits/drawbacks

Framework grades 11–12
Partly covered
Our Grades 11–12 Partly covered
What learners do

At Grades 11-12, encryption appears only in passing, such as an instruction to encrypt stored data in 'AI Ethics in Practice' and a Face ID example. The full treatment is Grade 10 'Keeping Secrets: Encryption'.

Still to add

Symmetric versus asymmetric encryption, certificates and data compression are not covered at Grades 11-12.

Where it is taught

Computational thinking and problem-solving

Write algorithms for linear/binary search and insertion/bubble sort; use and implement Abstract Data Types (stack, queue, linked list, binary tree, dictionary); compare algorithms using Big O notation for time and space complexity

We start Grade 8 · framework Grade 11Framework grades 11–12
Mostly covered
Our Grades 11–12 Mostly covered
What learners do

In Grade 11 'Backtracking in Ten Lines', learners predict outputs and call counts of a recursive solver and compare two search methods. In Grade 12 'Big-O by Hand', they work out growth rates, such as about 20 halvings for binary search.

Still to add

The complete linear-search comparison is missing, and Grade 11-12 learners trace and compare algorithms but do not implement search or sorting there.

Where it is taught

System software

Show understanding of operating system process management (multi-tasking, process states, scheduling algorithms) and virtual memory/paging/segmentation

Framework grades 11–12
Partly covered
Our Grades 11–12 Partly covered
What learners do

Grade 11 and 12 lessons such as 'Storage for AI Workloads' and 'AI Accelerators' cover storage types, GPUs, memory limits and software layers, but only as AI infrastructure.

Still to add

Learners are not taught how components communicate (buses, device-driver-OS-app path), and common hardware faults and diagnosis are not taught at any grade.

School and system rules (not rated)

These apply to schools and education systems (hours, delivery, assessment, staffing, age rules). A course cannot meet them on its own.

  • Government should provide greater clarity in the Computing curriculum about what students should be taught at each key stage so pupils build the digital literacy required for future life and work, and explicitly incorporate AI into the Programme of Study at each stage
  • Replace GCSE Computer Science with a broader Computing GCSE that reflects the full breadth of the Computing curriculum (computer science, IT and digital literacy) and includes AI content where not already present
  • Review where digital skills/technologies have become integral to other subject disciplines (e.g. GIS in Geography, 3-D modelling in D&T) and determine whether to add aligned digital content to those subjects' Programmes of Study
  • A new Level 3 qualification in Data Science and AI is being explored for 16-18 year olds

Bring the course to your school or region

Schools, school groups, resellers and partners: we will walk you through the alignment for your board and the lessons behind it.

For schoolsFor partners and resellersContact us

See how the course maps to the other 13 curricula on the curriculum alignment overview, or browse the course grade by grade.

Our own reading of our own course, ratings reviewed 22 October 2026. It is not an endorsement, certification or accreditation by any authority named here, and it makes no claim about learning results.