Evidencing the Digital Skills and AI Benchmark in Primary Schools - Primary event

If you were unable to join us for the Evidencing the Digital Skills and AI Benchmark – Primary online community meeting, don’t worry! You can catch up on all the content and a recording of the session below.

This CAS community session explored the new Digital Skills and AI benchmark within the Computing Quality Framework (CQF) and what it means for primary schools working towards the Computing Quality Mark. Led by Sarah Vaughan, Primary Subject Matter Expert at STEM Learning, the session focused on understanding what Level 4 looks like in practice and, crucially, how schools can evidence their provision.

Key Takeaways

• The Digital Skills and AI benchmark, introduced in January 2026, is now required for schools applying for the CQF Quality Mark.

• Level 4 focuses on digital literacy, online safety and ethics, teacher capability, and AI literacy.

• Primary pupils do not need to use AI tools to meet the benchmark—understanding AI concepts and implications is sufficient.

• Evidence for the benchmark should reflect existing practice, rather than additional standalone tasks.

• Schools can submit evidence through linked folders or visual tools such as Padlet, supporting the written commentary in their CQF application.

Understanding the New Digital Skills and AI Benchmark

The Computing Quality Framework is designed to help schools reflect on and improve their computing provision. As Sarah Vaughan explained during the session, the new benchmark broadens the focus beyond simply teaching computing concepts to include how digital technologies are used across the curriculum and understood by both pupils and staff.

To achieve the Quality Mark, schools must reach Level 4 in each benchmark area. For Digital Skills and AI, this involves four key strands:

1. Digital Literacy and Participation

At Level 4, pupils are expected to independently apply a range of digital tools across subjects, making informed choices about the technologies they use.

In a primary context, this might involve considering:

• Which digital tools and platforms pupils regularly use (e.g. Google Classroom or Seesaw)

• How software introduced in computing lessons is applied elsewhere in the curriculum

• Whether pupils understand why certain tools are used and how they connect to real-world contexts

Sarah highlighted the CAS Digital Skills Checklist as a useful starting point for auditing staff confidence in digital skills and identifying areas where additional support may be needed.

2. Online Safety, Ethics and Digital Wellbeing

Many schools will already recognise this area as an extension of their existing online safety provision.

However, Level 4 goes further than simply delivering online safety lessons. Schools should demonstrate a broader culture of digital responsibility that includes:

• A planned online safety curriculum

• Links to PSHE or RSE programmes

• Activities such as Safer Internet Day, parent workshops or assemblies

• Opportunities to respond to current online issues affecting pupils

The benchmark also introduces a stronger focus on digital ethics. This includes helping pupils think about:

• Respectful behaviour when communicating online

• Copyright and responsible sharing

• Why search engines produce different results

• How digital content can influence or mislead audiences

Alongside this, digital wellbeing encourages discussions around topics such as screen time balance and healthy digital habits.

3. Teacher Capability and Development

A key part of the benchmark focuses on teachers as confident digital role models.

This doesn’t mean every teacher must attend external training. Instead, it’s about ensuring staff have the skills and confidence to use digital tools effectively in teaching.

Evidence might include:

• Staff CPD sessions led by a computing lead

• Training on digital platforms used in school

• Participation in courses or CAS community sessions

• Demonstrating how teachers apply new learning in their classrooms

Sarah emphasised that in primary schools, CPD often works best through a “train the trainer” model, where the computing lead attends training and shares key learning with colleagues.

4. AI Literacy in Primary Schools

The final strand—AI literacy—generated considerable discussion.

One key reassurance was that primary pupils do not need to be using AI tools to meet the benchmark. Many AI systems have age restrictions (typically 13+), and the framework recognises this.

Instead, schools should help pupils develop an age-appropriate understanding of AI, including:

• What AI and machine learning are

• How AI-generated content can appear online

• How to question whether an image or piece of information is real

• Ethical considerations around AI use

Several resources were highlighted during the session, including unplugged lessons and animations designed specifically for primary learners.

Schools should also consider the staff side of AI literacy, including:

• Understanding AI capabilities and limitations

• Developing or adopting a school AI policy

• Reviewing acceptable use policies in light of AI developments

Evidencing the Benchmark

A major focus of the session was how schools can document and evidence their practice when applying for the CQF Quality Mark.

Applications require two main components:

1. Written Commentary

Schools describe how they meet Level 4 criteria, explaining their provision across digital skills, safety, teacher development and AI.

2. Supporting Evidence

Evidence is shared via hyperlinks to online folders or resources, rather than file uploads. Examples might include:

• Curriculum maps showing digital tools used

• Online safety schemes or PSHE links

• Examples of pupil work

• CPD records or training materials

• AI policies or acceptable use policies

Sarah suggested creating a central CQF evidence folder (e.g. in OneDrive or Google Drive) or using a visual platform such as Padlet, which can make it easier to organise and review evidence.

Importantly, evidence does not need to be extensive—sample examples are enough to demonstrate the approach taken.

Next Steps: Reflecting on Your Practice

If your school is considering working towards the CQF Quality Mark, this benchmark offers a useful opportunity to review current provision.

You might ask yourself:

• Do pupils regularly use digital tools across different subjects, not just computing?

• How explicitly do we discuss digital ethics and responsible online behaviour?

• Are staff confident with the digital tools we expect pupils to use?

• What understanding do our pupils currently have about AI and its role in society?

• Do we have an AI policy or guidance for staff and pupils?

Possible Classroom Activities

Teachers might explore activities such as:

• AI image detectives – pupils analyse images and decide whether they might be AI-generated.

• Digital tool comparison – pupils evaluate different tools used for presenting information.

• Online behaviour scenarios – discussing ethical choices in shared digital spaces.

• AI in everyday life discussions – identifying examples of AI used in familiar technology.

These activities encourage pupils not only to use technology but also to think critically about its impact and implications.

Further Resources

AI Community event summary - Embedding Digital Skills & AI into School with the CQF

Digital Skills checklist for Teachers

Barefoot Computing AI Zone

CAS AI Adventures resource