Course Content
Chapter 1: Introduction to Computing & Computational Thinking
Description: Kicks off Year 7 by transitioning from ICT to Computer Science. Students learn what computing entails beyond using applications. They explore how to think computationally – breaking down problems and designing step-by-step solutions. This chapter reinforces problem-solving skills without duplicating Year 6 work, by diving into the concepts behind tasks they may have already done. Subtopics include: The difference between ICT (using software) and Computer Science (understanding and creating technology). The four pillars of computational thinking: decomposition, pattern recognition, abstraction, and algorithms​ stjohnsschoolcyprus.com . Real-life algorithms (e.g. recipe or daily routine) to illustrate sequencing and logical steps. Flowcharts and simple pseudocode as tools to plan out solutions. Applied Activity: Designing an algorithm for a familiar task (e.g. a simple game or making a sandwich) and drawing a flowchart to represent it. Learning Objectives: Define what computer science is and how it differs from general ICT use. Explain and apply key computational thinking terms (decomposition, patterns, abstraction, algorithms)​ stjohnsschoolcyprus.com in solving a problem. Develop a simple algorithm independently and represent it in a flowchart or pseudocode. Understand that computational thinking helps prepare for programming and problem-solving in technology. Subchapter 1.1: From ICT to Computer Science Focus: Clarifying how ICT differs from Computer Science. Content: Real-world examples showing the shift from “using tools” (ICT) to “understanding and creating tools” (CS). Why: Helps students see the big-picture purpose of studying Computer Science at Year 7 level. Subchapter 1.2: The Four Pillars of Computational Thinking Focus: Explaining decomposition, pattern recognition, abstraction, and algorithm design. Content: Simple, relatable examples (e.g., decomposing a daily routine, finding patterns in everyday tasks). Why: Ensures students grasp the core thought processes underlying all coding and problem-solving. Subchapter 1.3: Real-Life Algorithms Focus: Showing how algorithms (step-by-step instructions) apply to daily life. Content: Familiar tasks (making a sandwich, brushing teeth) that illustrate sequences and logic. Why: Builds on computational thinking by demonstrating that algorithms aren’t just for computers. Subchapter 1.4: Flowcharts and Pseudocode Focus: Introducing these planning tools as ways to represent algorithms. Content: Basic flowchart symbols, writing short pseudocode, walking through small examples. Why: Equips students with practical techniques for structuring and testing their ideas before coding.
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Chapter 2: Computer Systems – Hardware and Software
Description: Introduces the basic architecture of computer systems, building on any device familiarity from primary school. This chapter ensures students know how a computer works internally without getting overly technical. It expands on Year 6 knowledge (e.g. using tablets or PCs) by looking “under the hood” at components and system software, rather than repeating how to use them. Subtopics include: Main hardware components: input devices, output devices, CPU (processor), memory (RAM), storage (HDD/SSD) – their roles and how they work together. The difference between hardware and software; examples of system software (operating system) vs. application software. The basic fetch–execute cycle concept (how the CPU processes instructions). Overview of how peripherals connect to a computer (ports, cables, wireless). Applied Activity: Hands-on identification of components (e.g. examining an old PC or using an interactive simulation to “build” a computer) to reinforce the function of each part. Learning Objectives: Identify and describe the function of key hardware components in a computer system. Distinguish between the operating system and application software, and understand their interplay. Outline how a simple instruction is processed by the CPU and memory (at an age-appropriate level). Demonstrate understanding by assembling a basic PC setup (physically or via a simulator) and explaining how data moves through the system.
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Chapter 3: Data Representation – Binary and Media
Description: Explores how computers represent different types of information using binary code. This chapter builds on any basic binary concepts from primary (if students encountered binary puzzles) but goes further into practical representation of text and images. It avoids repetition by introducing new contexts (e.g. how their favorite songs or pictures are stored). Understanding data representation prepares students for topics like programming and networking in later years​. Learning Objectives: Explain that all data in computers (numbers, text, pictures, sound) is represented using binary digits​ Convert simple numbers from decimal to binary and vice versa. Demonstrate how text is stored by encoding a message in ASCII (e.g. writing a word in binary code). Understand how pixel images are formed and manipulate a simple image by adjusting binary values (through an unplugged activity or software). Appreciate the need for data representation techniques and how they enable all digital media.
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Chapter 4: Networks and the Internet
Description: Introduces the concept of computer networks, including how the Internet works. This is likely a new topic (not covered in Year 6), so it starts with fundamentals and uses engaging, unplugged activities to demonstrate networking concepts. Students learn how computers communicate, which lays groundwork for more advanced networking in Year 8. The approach is kept basic and avoids deep technical jargon, focusing on real-world understanding of the Internet they use daily. Subtopics include: What a network is and why we network computers (sharing information, resources). Network types: LAN vs WAN; understanding the school network vs the global Internet. Internet infrastructure: Introduction to how the internet connects networks worldwide; the role of ISPs. Data transmission: Concept of data traveling in packets across the internet, and what happens when you send an email or load a webpage (simplified step-by-step). Key components: Servers, routers, switches (basic roles), and terms like IP address and URL (what they mean in simple terms). Applied Activity: “Internet as a postal system” simulation – students play roles of computers and routers, passing packets (envelopes) with addresses to simulate how data moves from one point to another. Alternatively, a semaphore flag or messaging game to demonstrate sending messages with protocols​ teachcomputing.org . Learning Objectives: Define a computer network and give examples of networks in daily life (school network, home Wi-Fi, internet). Distinguish between the Internet (global network of networks) and the World Wide Web (services/content). Describe in simple terms how data is broken into packets and routed from a sender to a receiver across a network. Identify basic network components (router, server, etc.) and their purpose in enabling communication. Understand real-world implications of networks (e.g. speed, reliability, the need for network security, which links to the next chapter).
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Chapter 5: Cybersecurity and Online Safety
Description: Focuses on keeping information and devices secure, combining online safety taught in primary school with new cybersecurity concepts. It builds on Year 6 e-safety (such as safe passwords and stranger danger online) by introducing how and why cyber threats occur. Students learn practical ways to protect themselves and understand the basics of cybersecurity, preparing them for deeper security topics in later years (which might include more technical details in Year 9)​
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Chapter 6: Computing Ethics and Digital Citizenship
Description: Engages students with the ethical, legal, and social implications of technology. This chapter broadens their perspective beyond just using technology, building on their online safety knowledge to cover topics like digital etiquette, intellectual property, and the digital divide. It does not repeat basic rules learned in Year 6; instead it introduces new dilemmas and discussion about how computing affects society and our responsibilities as users. Real-world cases and scenarios make this topic tangible and prepare students to be thoughtful tech users in Year 8 and beyond
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Chapter 7: Algorithms and Problem Solving
Description: Now that students have a grasp of computational thinking (from Chapter 1), this chapter dives deeper into designing and understanding algorithms for tasks. It serves as a bridge between the abstract idea of an algorithm and actual coding in the next chapters. There is no repetition of the earlier algorithm content; instead, this chapter introduces more structured ways to represent algorithms (like pseudocode) and simple algorithmic problems to solve. This prepares students for formal programming by solidifying how to plan solutions logically.
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Chapter 8: Programming Fundamentals with Visual Languages
Description: Introduces programming in a visual/block-based language (such as Scratch) to build confidence with coding concepts in a beginner-friendly environment. Many students may have used Scratch in Year 6, so this chapter quickly reviews the basics without reteaching old projects, then pushes into new territory (like using more complex logic or creating larger programs). The aim is to cover core programming constructs in practice: sequences, loops, variables, and conditionals. Students engage in hands-on coding projects that make learning fun and concrete.
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Chapter 9: Introduction to Text-Based Programming
Description: This chapter transitions students from block-based coding to a text-based programming language, such as Python. It builds directly on the logic and structures learned in Scratch, showing students the equivalent in a written syntax. By starting simple and possibly using tools that make the transition easier (for example, using a beginner-friendly code editor or a hybrid block/text tool), students avoid feeling like they are starting from scratch (pun intended). This prepares them for more rigorous programming in Year 8 and 9, as required by the curriculum (using at least one textual language in KS3)​
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Chapter 10: Data Handling and Spreadsheets
Description: Shifting focus from programming, this chapter teaches data handling skills using spreadsheets – an essential aspect of computing and digital literacy. It extends students’ Year 6 experience (they might have made simple charts or tables before) by introducing more powerful features of spreadsheet software. Through practical exercises, students learn how data is organized, analyzed, and visualized, linking to real-world applications (such as basic data science or keeping records) and setting the stage for database concepts in later years.
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Chapter 11: Creative Computing Project (Digital Media and Information Literacy)
Description: This chapter allows students to apply their computing knowledge in a creative, cross-curricular project. They will plan and develop a digital product – for example, a simple web page or blog, a short video, or an interactive multimedia presentation – around a real-world cause or topic of interest. The aim is to synthesize skills from earlier chapters (graphics, text handling, ethical use of content, maybe a bit of HTML or using a website builder) and bolster their information literacy. By doing so, students see the real-world application of computing tools and practice designing for an audience​
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Chapter 12: Capstone Challenge and Review
Description: The final chapter of Year 7 is a capstone that ties all the topics together in a cumulative challenge or showcase. Students undertake a project or a set of challenges that require them to draw on multiple skills learned throughout the year – from programming and data handling to ethical thinking. This ensures a smooth progression to Year 8 by reinforcing Year 7 content and giving teachers a chance to identify areas that need review. It is also an opportunity for students to celebrate what they’ve created and learned.
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Final Exam
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Appendix
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Year 7 Computer Science
About Lesson

Spreadsheets are one of the most powerful digital tools available for organizing, analyzing, and managing data. They are widely used in fields such as finance, business, education, research, and even personal planning. A spreadsheet is a grid-based digital tool that enables users to store, manipulate, and present data in a structured manner. Unlike simple text documents, spreadsheets provide a dynamic and interactive way to handle information efficiently.

In this section, we will explore the fundamental components of spreadsheets, their navigation, and how they are used in real-world scenarios.

Understanding the Spreadsheet Interface

What is a Spreadsheet?

A spreadsheet is an application used for data entry, calculations, and visualization. It consists of a grid of rows and columns where each intersection forms a cell. These cells hold text, numbers, or formulas that can be processed to produce meaningful insights.

There are multiple spreadsheet software options, including:

  • Microsoft Excel (widely used in businesses and education).
  • Google Sheets (cloud-based, allows real-time collaboration).
  • LibreOffice Calc (an open-source alternative).

Although different software may have varying layouts and features, the fundamental principles remain the same.

Key Components of a Spreadsheet

1. Rows and Columns

  • Rows are the horizontal lines in a spreadsheet and are identified by numbers (e.g., 1, 2, 3,…).
  • Columns are the vertical divisions labeled by letters (e.g., A, B, C,…).
  • A cell address (or reference) is the combination of a column letter and row number (e.g., A1, B5, C10).

2. Cells and Cell References

  • A cell is the smallest unit of a spreadsheet where data is entered.
  • Each cell has a unique cell reference based on its column and row position (e.g., B3 refers to column B and row 3).
  • Cells can contain text (labels), numbers, or formulas to process data.

3. Sheet Tabs

  • A spreadsheet workbook can have multiple sheets, which are displayed as tabs at the bottom.
  • Users can switch between different sheets to manage large datasets more efficiently.

4. The Formula Bar

  • The formula bar displays the contents of the currently selected cell.
  • It is used to enter or edit data and formulas.

5. The Toolbar and Ribbon

  • Provides quick access to commonly used tools such as:
    • Formatting options (bold, italics, font size).
    • Sorting and filtering tools to organize data.
    • Insert options (charts, images, tables).

Navigating a Spreadsheet

Efficient navigation is essential for working effectively with spreadsheets.

Basic Navigation Controls

  • Clicking on a cell selects it for data entry.
  • Arrow keys (↑, ↓, ←, →) move between cells.
  • Pressing Enter moves the selection downwards.
  • Pressing Tab moves the selection to the right.

Advanced Navigation Shortcuts

  • Ctrl + Arrow keys (Cmd + Arrow keys on Mac) jumps to the last occupied row/column.
  • Ctrl + Home moves to cell A1 (top-left corner).
  • Ctrl + End moves to the last used cell in a worksheet.
  • Ctrl + Z / Ctrl + Y for undo and redo actions.

These shortcuts are particularly useful when working with large datasets, reducing the time needed to scroll manually.

Entering and Formatting Data in a Spreadsheet

Spreadsheets allow users to store and manipulate different types of data.

Types of Data in a Spreadsheet

  1. Text (Labels): Used to describe data, such as column headers (e.g., “Name,” “Age,” “Salary”).
  2. Numerical Data – Used for performing calculations (e.g., “150”, “200.5”, “-75”).
  3. Date and Time Data – Automatically formatted for time-based calculations (e.g., “01/01/2024”, “12:30 PM”).
  4. Boolean Data – Represents true or false values, often used in logical functions.
  5. Formulas and Functions: Special commands used for automated calculations (covered in later sections).

Data Formatting for Better Readability

Raw data can sometimes be difficult to interpret. Formatting tools help structure data for better visibility.

  1. Font Customization:

    • Bold/Italic: Used for headers or important values.
    • Font Color: Helps highlight key information.
  2. Number Formatting:

    • Currency Format (RM 50.00): Used in financial records.
    • Percentage Format (75%): Useful in statistics.
    • Decimal Adjustment (e.g., 2.5 vs. 2.5000): Controls numerical precision.
  3. Cell Alignment and Merging:

    • Align Left, Center, Right: Improves readability.
    • Merge & Center: Combines multiple cells to form a single large cell (e.g., for a report title).
  4. Conditional Formatting:

    • Automatically changes cell color based on values (e.g., marking negative numbers in red).

These formatting tools make spreadsheets more visually appealing and easier to understand.

Editing and Managing Data Efficiently

Large datasets require efficient management techniques to save time and reduce errors.

Basic Editing Functions

  • Cut (Ctrl + X), Copy (Ctrl + C), and Paste (Ctrl + V): Move or duplicate data.
  • Find & Replace (Ctrl + H): Quickly locate specific values and replace them.
  • Undo (Ctrl + Z) / Redo (Ctrl + Y): Reverse or reapply the last action.

Using AutoFill for Faster Data Entry

The AutoFill feature helps automate repetitive tasks.

  • Dragging the fill handle (small square at the bottom-right of a selected cell) extends patterns.
  • Example: If “Monday” is entered in a cell, dragging down fills “Tuesday,” “Wednesday,” etc.

Real-World Applications of Spreadsheets

Spreadsheets play a crucial role in daily life, education, and business.

  1. Finance & Budgeting

    • Track income and expenses to manage a budget.
    • Use formulas to calculate total savings over time.
  2. Education & Research

    • Store student grades and attendance records.
    • Analyze data from scientific experiments.
  3. Business & Management

    • Maintain inventory and stock levels.
    • Track employee salaries and work hours.
  4. Personal Organization

    • Plan a weekly schedule or to-do list.
    • Track fitness goals and daily calorie intake.

Why Are Spreadsheets Important?

  1. Data Organization – Provides a structured way to store and retrieve information.
  2. Automated Calculations – Formulas reduce manual errors in mathematical computations.
  3. Data Visualization – Charts and graphs help identify patterns in data.
  4. Decision-Making – Analyzing trends in spreadsheets can support better planning and forecasting.

Example: A Student’s Weekly Study Planner

A student can create a spreadsheet with columns for subjects, study hours, and progress percentage. Using formulas, they can track how much time is spent on each subject and adjust their schedule accordingly.

Subject

Study Hours

Progress (%)

Math

5

80%

Science

4

60%

History

3

70%

Conclusion

Spreadsheets are an essential tool in both academic and professional settings. Mastering their basic structure, data entry techniques, formatting options, and real-world applications lays a solid foundation for advanced data handling. In the next section, we will explore formulas and functions, which allow users to perform complex calculations with ease.