Computer Science and IT

At La Retraite, we are building a dynamic and future-focused digital learning environment that extends beyond the Computer Science classroom. Our approach empowers students to become confident, skilled, and independent learners, fully prepared for the digital world.

Our whole-school curriculum is designed with blended learning at its core. This means high-quality lesson resources are accessible online, allowing for continuity and enrichment of learning whether students are in school or at home. While nothing replaces the invaluable experience of being in the classroom, this model equips students with the tools and discipline to direct their own learning, fostering the resilience and self-motivation of lifelong learners.

Digital literacy is a fundamental pillar of a La Retraite education. We work collaboratively with all subject areas to embed key digital skills directly into their curricula, ensuring students can research, create, and present their work with confidence and sophistication across every discipline. This cross-curricular approach demonstrates the real-world value of technology as a universal tool for success and innovation.

We are passionate about inspiring the next generation of innovators. Through a dedicated focus on STEM careers, we connect classroom learning to the vast opportunities in the technology sector. We actively celebrate diverse role models—particularly during events like Black History Month—to ensure every student can see a future for themselves in these exciting and well-paid fields.

To bring abstract concepts into the physical world, we employ practical projects across all year groups. Students begin with visual, block-based programming and advance to writing in industry-standard languages like Python, applying their skills to solve tangible problems. This hands-on methodology makes computational thinking real, teaching the core principles of systems, logic, and design in a deeply engaging way.

Beyond the curriculum, we foster intellectual curiosity through national initiatives. All students participate in the prestigious Bebras Computing Challenge, an international competition that develops computational and logical thinking, with top performers invited to the Oxford University Computing Challenge. We also embed essential skills like touch-typing into the school day, ensuring technical fluency never hinders creative or academic expression. Our mission is to cultivate not just technical proficiency, but a mindset of curiosity, problem-solving, and digital citizenship that will serve our students in all their future endeavours.

Computer Science Level Descriptors

Key Stage 3

At KS3, students have 1 period per week in a dedicated IT suite.  The KS3 Computer Science students will first learn how to use Chromebooks in class effectively, so they will be able to complete their assignments on Microsoft Teams and use email and other applications to communicate, collaborate and create in every subject.  We also promote online learning and revision tools such as Seneca which enables students to practice recalling knowledge learnt in school. 

After the routines have been established and all students can confidently use their Chromebooks and the school computer system, we do a baseline test with our Year 7 students to see what knowledge and skills they have learnt from the previous key stage.  This enables us to identify the starting point of students from different schools and helps us to differentiate appropriately in lessons.  

After the baseline test, we teach them about e-safety.  This is one of the most important units and it is vital we deliver it as soon as possible so that the students know how to stay safe.  We revisit it at the beginning of every year. We find that the students enjoy learning about e-safety and like to contribute. 

We have made the SOW’s interesting to try and encourage uptake at KS4.  There is a big focus on programming in each year.  We start off with block-based programming with Scratch in Yr. 7, then text-based Python in Yr. 8.  We build upon this and revisit Python in Yr. 9 and tackle more complex concepts such as lists and dictionaries.  Python is one of the most desired programming languages and is used by Google and NASA, so if we can build up our student’s skills in it from a young age, they could have excellent career prospects.  We use the Lego Robots to enhance this curriculum.

Python is also the language used at GCSE Computer Science and the Digital T-Level.

We run a coding club each week for KS3, and it is well attended.  The main aim of the club is to encourage our girls to develop a love of coding and computer science as many of them would not normally consider it as an option or a career.  We can also use this time to support any students that need support using a computer in any way, either they are struggling in their lessons or have a particular interest they want to explore.  From Yr. 8 onwards, we will use Trinket which allows students to program using a website instead of having the program installed on their PC, this will enable better access for all when not at school.  It also allows us to see their work and set assignments, which we can then review and give feedback.

Our KS3 curriculum completely covers what is asked by the DFE and CAS but also should engage, enthuse and prepare our students for their Computer Science GCSE. We try to hook them into programming with the use of Scratch to make their own game, which they enjoy, then we try to make lessons as interactive as possible.  For example, when teaching binary and hexadecimal, we have self-marking spreadsheets which the students like to use as they get instant feedback on their progress.  We also use several different online ‘binary conversion’ games so that they get lots of practice, this also supports numeracy as they are doing lots of mental arithmetic.  The games get quite advanced so this provides a lot of challenge and extends our more able students, as there is always a higher level they can aim for.

All our lessons are mixed ability, so we differentiate all our lessons and there is always a challenge activity in the lesson to extend further.  For example, the Trinket programming activities can be worked through at a student’s own pace so that more able students have extra challenge and less able can receive more support.

We know a lot of the students enjoy being creative and it is an important part of being a digital native, so we plan to include one creative project per year group so they can use their skills they have developed throughout the year to combine and create artefacts, we can also teach them about design and reliability of resources.  They enjoy working in pairs and groups, so we encourage this where appropriate.  This is a skill that they will need in the workplace, so we try to build these skills from a young age.  It also helps their communication and interpersonal skills to work in teams and work towards goals.

We do have end of unit tests and individual assessments, so although teamwork and collaboration are used in many lessons, the students know they cannot be passive and must actively contribute.

The majority of the KS3 curriculum prepares students for the KS4 Computer Science GCSE, in particular;  programming in Python, algorithms, networks, legislation, data representation and binary logic.

Key Stage 3 Curriculum Map

Key Stage 4

GCSE Computer Science

Since so many of the students enjoy programming at KS3 we wanted to offer our students the chance to study a rigorous KS4 qualification that will enable them to continue their programming journey.  Although Computer Science is a difficult option, it is important to try and encourage more young women and disadvantaged students into STEM subjects and it is something we are passionate about.  We want to prepare our students for their next steps and some of them will develop a love for Computer Science and this GCSE will enable them to learn exactly what happens inside a computer, solve complex problems using computational thinking skills and, in some cases learn how to make complex computer programs as solution to these problems.  We hope to increase the number of students choosing Computer Science at KS4 and therefore KS5, and ultimately have more of our students studying it at University or on good quality technical apprenticeships or employment.  The tech industry is a growing one and there are lots of opportunities for Computer Science students and we aim to help students make the most of the opportunities out there and with the support of our Business Engagement office.     

We have a range of resources that are available to students in lessons and from home via our SharePoint site.  We encourage students to become independent lifelong learners, and to regularly monitor their progress.  They use a Personalised Learning Checklist which they use to RAG rate their confidence level for each topic on the specification.  They can then focus their revision on their weaker areas and use resources such as Seneca Learning to revise topics they previously got incorrect.

The fact that all KS4 students will have had some experience with programming and algorithms, helps them with their confidence at the start of the course and enables them to make rapid progress.  As referenced above, the KS3 curriculum prepares them well.

All our KS4 Computer Science students are given a ‘Digital Leader’ badge and this shows other students and staff that they are willing and able to help others with any technical issue when using Chromebooks in other subjects. 

Key Stage 4 Curriculum Map