If you were unable to join us for CAS AI – CQF New Benchmark online community meeting, don't worry! You can catch up on all the content and a recording of the session below.

Understanding the New Digital Skills & AI Benchmark in the Computing Quality Framework

Key Takeaways

1. The Computing Quality Framework (CQF) now includes an eighth benchmark focused on Digital Skills and AI.

2. The new benchmark is in a soft-launch phase and does not yet influence applications for the Quality Mark,but will do from early 2026.

3. Schools can receive free, personalised support from Subject Matter Experts (SMEs) to develop their computing provision.

4. The Digital Skills and AI benchmark emphasises understanding AI rather than requiring its use in the classroom.

5. Achieving Level 4 across all benchmarks allows schools to apply for national accreditation endorsed by BCS by being awarded the Computing Quality mark.

The session opened with a reminder of the breadth of opportunities available through Computing At School, including online events, regional communities and new resources such as the upcoming EduBlocks unit. The main focus, however, was the introduction of the new Digital Skills and AI benchmark—the eighth element of the DfE-funded Computing Quality Framework (CQF).

Paul Thornton, Senior School Engagement Lead at STEM Learning, provided a walkthrough of how the CQF supports schools in evaluating and improving their computing provision. The framework now features eight benchmarks, each with five levels, with Level 4 representing high-quality practice. Around 6000 schools have registered with the platform, and over 300 have achieved the Quality Mark to date.

Paul highlighted that the new Digital Skills and AI benchmark aligns closely with themes emerging from the national Curriculum and Assessment Review. The intention is not to require AI use in schools, but to ensure pupils and teachers understand AI concepts, safe and ethical use, bias, misinformation and privacy. Importantly, the benchmark accounts for age-appropriate practice—particularly at primary level, where many tools are not accessible.

The benchmark is divided into four subcategories:

• Digital literacy and participation

• Online safety, ethics and digital wellbeing

• Teacher capability and development

• AI literacy and understanding

Throughout the session, Paul emphasised that Level 4 is intentionally achievable. The aim is to encourage schools to make steady, meaningful progress rather than feel overwhelmed by advanced expectations.

Attendees also heard from Carol Murray and Sarah Vaughan, two of the framework’s Subject Matter Experts. They outlined the free support available, which can include curriculum development, policy guidance, CPD recommendations and tailored conversations to help schools interpret the benchmark in their own context. Both noted that the process often begins with celebrating what schools already do well before identifying opportunities for improvement.

The session concluded with a practical look at the CQF platform, including how to self-assess, access progression guidance and apply for accreditation. The process involves writing a justification statement for the chosen level and sharing accessible evidence—typically via shared drives or a structured Padlet.

Next Steps for Teachers

Here are some reflective questions to consider in your own practice:

• How confident are my pupils in choosing appropriate digital tools for different tasks?

• Where is online safety taught in my school, and is it embedded consistently?

• Do teachers feel equipped to model safe, ethical and effective digital behaviour?

• How well do pupils understand AI concepts such as bias or misinformation?

• What evidence already exists that could support a CQF self-assessment?

You might also try incorporating exercises such as:

• Digital decision-making tasks: Give pupils a scenario requiring them to choose suitable software and justify their choice.

• AI awareness starters: Short prompts exploring where AI appears in everyday life or how recommendations are generated online.

• Ethics discussions: Use fictional dilemmas to help pupils reason about responsible digital behaviour.

• Cross-curricular digital literacy moments: For example, using spreadsheets in science or evaluating sources in humanities.

Further Resources

CAS online communities (Primary, Secondary, A-Level and AI)

Computing Quality Framework platform

Digital skills checklists for teachers

NCCE SME Support request form

CAS AI Support

Padlet