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 1.1 Introduction to the Subchapter
Chapter 1.1 Quiz
Chapter 1.2: The Four Pillars of Computational Thinking
Chapter 1.2 Quiz
Chapter 1.3: Real-Life Algorithms
Chapter 1.3 Quiz
Chapter 1.4: Flowcharts and Pseudocode
Chapter 1.4 Quiz
Chapter 1 Exam
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 2.1 Basic Architecture of a Computer System
Chapter 2.1 Quiz
Chapter 2.2 Hardware vs. Software
Chapter 2.2 Quiz
Chapter 2.3 The CPU and the Fetch–Execute Cycle
Chapter 2.3 Quiz
Chapter 2.4 Peripherals and Connectivity
Chapter 2.4 Quiz
Chapter 2.5 Hands-On Exploration of Hardware Components
Chapter 2 Exam
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 3.1 Binary System Basics
Chapter 3.1 Quiz
Chapter 3.2 Counting in Binary and Conversions
Chapter 3.2 Quiz
Chapter 3.3 Text Encoding: ASCII and Unicode
Chapter 3.3 Quiz
Chapter 3.4 Images and Pixels
Chapter 3.4
Chapter 3.5 Introduction to Sound Sampling
Chapter 3.5 Quiz
Chapter 3.6 Applied Activity: Creating Pixel Art with Binary Codes
Chapter 3 Exam
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 4.1 Introduction to Computer Networks
Chapter 4.1 Quiz
Chapter 4.2 Network Types – LAN vs. WAN
Chapter 4.2 Quiz
Chapter 4.3 Internet Infrastructure: How the Internet Connects the World
Chapter 4.3 Quiz
Chapter 4.4 Data Transmission: How Information Travels
Chapter 4.4 Quiz
Chapter 4.5 Key Network Components and Their Roles
Chapter 4.5 Quiz
Chapter 4.6 Understanding Data Transmission Through a Real-World Analogy: The Internet as a Postal System
Chapter 4.6 Quiz
Chapter 4 Exam
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 5.1: Online Safety Refresher
Chapter 5.1 Quiz
Chapter 5.2 Common Cyber Threats
Chapter 5.2 Quiz
Chapter 5.3 Passwords and Authentication
Chapter 5.3 Quiz
Chapter 5.4 Personal Data Protection
Chapter 5.4 Quiz
Chapter 5.5 Introduction to Encryption
Chapter 5.5 Quiz
Chapter 5.6 Phishing Detection and Online Safety Campaign
Chapter 5 Exam
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 6.1: Digital Citizenship
Chapter 6.1 Quiz
Chapter 6.2 Ethical Issues in Technology
Chapter 6.2
Chapter 6.3: Intellectual Property
Chapter 6.3 Quiz
Chapter 6.4: Cyber Ethics – The Moral Responsibility of Technology Users
Chapter 6.4 Quiz
Chapter 6.5: Real-World Case Studies and Examples
Chapter 6.6: Ethical Debate and Role-Play
Chapter 6 Exam
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 7.1 What Is an Algorithm?
Chapter 7.1 Quiz
Chapter 7.2 Common Algorithmic Constructs
Chapter 7.2 Quiz
Chapter 7.3: Tracing Algorithms
Chapter 7.3 Quiz
Chapter 7.4: Problem-Solving Strategies
Chapter 7.4 Quiz
Chapter 7.5: Famous Simple Algorithms (Conceptual Overview)
Chapter 7.5
Chapter 7.6 Applied Activity: Designing and Testing an Algorithm
Chapter 7 Exam
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 8.1 Programming Environment
Chapter 8.1 Quiz
Chapter 8.2 Basic Constructs in Visual Programming
Chapter 8.2 Quiz
Chapter 8.3: Events and Interactions
Chapter 8.3 Quiz
Chapter 8.4 Debugging Strategies: Identifying and Fixing Errors in Visual Programming
Chapter 8.4 Quiz
Chapter 8.5: Mini-Projects – Applying Programming Fundamentals in Visual Languages
Chapter 8 Exam
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 9.1 Syntax Basics: Introduction to Text-Based Programming
Chapter 9.1 Quiz
Chapter 9.2 Variables and Data Types
Chapter 9.2 Quiz
Chapter 9.3 Control Structures in Text Form
Chapter 9.3 Quiz
Chapter 9.4: Simple Input/Output
Chapter 9.4 Quiz
Chapter 9.5: Comparison to Block Code
Chapter 9.5 Quiz
Chapter 9.6: Optional: Introduction to a Simple Graphics Library
Chapter 9.7: Applied Activity: Build a Basic Program
Chapter 9 Exam
Chapter 10.1 Spreadsheet Basics Refresh
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 10.1: Spreadsheet Basics Refresh
Chapter 10.1 Quiz
Chapter 10.2 Formulas and Functions in Spreadsheets
Chapter 10.2 Quiz
Chapter 10.3: Data Organization
Chapter 10.3 Quiz
Chapter 10.4: Advanced Data Visualization with Charts and Graphs
Chapter 10.4 Quiz
Chapter 10.5: Data Analysis Project
Chapter 10.5 Quiz
Chapter 10.6 Real-World Context and Applications of Spreadsheets
Chapter 10 Exam
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 11.1 Project Planning and Topic Selection
Chapter 11.1 Quiz
Chapter 11.2 Content Creation and Digital Tools
Chapter 11.2 Quiz
Chapter 11.3: Information Literacy and Research
Chapter 11.3 Quiz
Chapter 11.4: ​Design principles
Chapter 11.4 Quiz
Chapter 11.5 Ethical Use of Media
Chapter 11.5 Quiz
Chapter 11.6 Technical Skills for Digital Production
Chapter 11.6 Quiz
Chapter 11.7 Project Development Cycle
Chapter 11.7 Quiz
Chapter 11 Exam
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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Chapter 12.1 Integrated Project Challenge
Chapter 12.2 Coding Challenge
Chapter 12.3 Quiz and Discussion
Chapter 12.4 Reflection and Self-Assessment
Final Exam
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Final Exam
Appendix
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Appendix
Year 7 Computer Science
About Lesson

In this culminating chapter, students synthesize all the skills and knowledge they have acquired throughout the year into a comprehensive, real-world-inspired project. The goal is to design a “smart city” of the future—a creative, multi-faceted challenge that integrates concepts from hardware, software, data handling, programming, networking, and ethical computing. This project is not only a test of technical abilities but also an exercise in creative thinking, planning, collaboration, and critical analysis.

Project Theme: Designing a Smart City

Conceptualization

Students are tasked with envisioning a futuristic city that harnesses technology to improve daily life. A smart city integrates a range of technological systems designed to optimize resources, improve safety, enhance quality of life, and promote sustainable development. In this project, students must think beyond traditional urban planning and incorporate modern digital and computing concepts.

Key Focus Areas:

  1. System Design:

    • Hardware and Software Integration: Students should outline various technological systems within the smart city. For instance, they might design a system for efficient public transportation, smart energy grids, or automated waste management. This requires applying principles from earlier chapters where hardware components and software operations were discussed.
    • Interconnectivity: Illustrate how different systems—such as traffic management, emergency services, and public utilities—are interconnected. Diagrams or flowcharts can help visualize how data flows between systems, ensuring smooth communication and efficient operation.
  2. Data Integration:

    • Data Collection and Analysis: A smart city thrives on data. Students will incorporate data handling techniques to manage information such as traffic volumes, energy consumption, or citizen feedback. They should demonstrate how data is collected, cleaned, and analyzed, using techniques learned in earlier chapters.
    • Visualization: Consider creating charts or graphs that represent key metrics. For example, a graph could illustrate peak traffic hours or energy usage trends over time. This not only supports their analysis but also makes the project more engaging and informative.
  3. Algorithm and Programming:

    • Automating City Functions: Students need to develop a small program or algorithm that addresses a specific city feature. Examples might include:
      • Automating traffic signal changes based on real-time traffic data.
      • A resource allocation system that dynamically manages public resources like water or electricity.
      • A simple interactive map for citizens to report issues or receive updates on city services.
    • Integration with Data – The algorithm should seamlessly integrate with the data systems, demonstrating the application of conditional logic, loops, and variable management in real-world scenarios.
  4. Networking and Security:

    • System Communication: Discuss how the various technological systems within the smart city communicate with each other. This includes the use of networks to transmit data between devices, control centers, and public interfaces.
    • Ensuring Security: Address measures to secure data and maintain the integrity of city systems. This can include encryption for sensitive data, secure communication protocols, and safeguards against cyber threats.
  5. Ethical and Social Implications:

    • Privacy and Accessibility: Reflect on how the deployment of technology in a smart city can impact citizens’ privacy. Discuss measures to protect personal data and ensure that all residents have equal access to the city’s resources.
    • Environmental Considerations: Analyze how technology can both positively and negatively affect the environment. For example, while smart grids can optimize energy usage, there is also a need to manage electronic waste and energy consumption carefully.
    • Community Impact: Consider the social aspects, such as how technological advances can improve quality of life but also potentially widen the digital divide if not implemented inclusively.

Presentation Format

Students are encouraged to present their smart city projects in a digital format that best suits their chosen medium and audience. The presentation should be a comprehensive display of their ideas, integrating text, images, diagrams, and multimedia elements.

Possible Formats:

  • Digital Booklet or Slide Presentation:

    • Use tools like Google Slides, PowerPoint, or Prezi to create an interactive presentation.
    • Include detailed descriptions, system diagrams, and data visualizations.
    • Incorporate multimedia elements such as short video clips or animated charts.
  • Video Presentation:

    • Create a short video that walks through the design of the smart city.
    • Use screen recordings, voiceover narration, and visual effects to engage the audience.
    • Ensure the video includes a clear introduction, explanation of key components, and a concluding summary of the project’s impact.
  • Interactive Web Page or Blog:

    • Build a website or blog post using platforms like WordPress, Wix, or Google Sites.
    • Design pages that detail each aspect of the smart city, with navigation links to different sections (e.g., system design, data analysis, ethical considerations).
    • Embed interactive charts or simulations that allow users to explore different aspects of the project.

Planning Tools and Techniques

Effective project planning is essential for success. Students should utilize various planning tools and techniques to ensure that their project is well-organized and comprehensive.

Brainstorming and Mind Mapping

  • Idea Generation:
     Use brainstorming sessions to generate creative ideas related to the smart city concept. Mind maps are particularly useful for visually organizing thoughts and exploring relationships between different systems (e.g., linking public transport with energy management).

Storyboarding and Sketching

  • Visual Planning:
     Before diving into the digital production, create sketches or storyboards that outline the layout and flow of the project. This can help visualize how different sections of the project will interact, and it provides a clear framework for content creation.

Timeline and Milestones

  • Project Management:
     Develop a timeline that outlines key milestones for the project. Include deadlines for:
    • Topic selection and initial research
    • Drafting of the project plan
    • Content creation and design
    • Prototype development and feedback collection
    • Final revisions and presentation rehearsal

A clear timeline ensures that the project progresses steadily and that all aspects are addressed in a timely manner.

Conclusion

The integrated project challenge is designed to be a comprehensive, real-world exercise that encapsulates everything students have learned throughout the year. By designing a smart city, students will not only apply their technical and creative skills but also critically evaluate the societal, ethical, and environmental implications of technology. This process fosters a deep understanding of how different computing concepts—ranging from hardware systems and data handling to programming and ethical considerations—come together to create innovative, impactful digital projects.

Ultimately, the project development cycle, from initial brainstorming and prototyping to feedback, revision, and final presentation, prepares students for more advanced challenges in future academic and professional endeavors.

 

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