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

Introduction to Online Safety

As technology becomes an essential part of our daily lives, ensuring online safety is more important than ever. The internet offers vast opportunities for learning, communication, and entertainment, but it also comes with risks. Cybercriminals, malicious software, and privacy breaches are just a few threats that users face. Understanding safe browsing habits, privacy settings, and dealing with cyberbullying can help students protect themselves and navigate the digital world responsibly.

Safe Browsing Habits

Browsing the internet safely means taking precautions to avoid malicious websites, scams, and other cybersecurity threats. The following key practices help maintain a secure browsing experience.

1. Verifying Website URLs

Many cybercriminals create fake websites that look like real ones to trick people into providing personal information. These fake sites often:

  • Have slightly misspelled domain names (e.g., “facebok.com” instead of “facebook.com”).
  • Use unfamiliar domain endings (e.g., “.xyz” instead of “.com”).
  • Contain extra characters or hyphens (e.g., “bank-login-secure.com” instead of “bank.com”).

How to Verify a Website’s Authenticity

  • Check the URL carefully: Ensure it is spelled correctly and uses the right domain.
  • Look for HTTPS: Secure websites use HTTPS instead of HTTP. The “S” stands for Secure, meaning the site encrypts your data.
  • Avoid clicking unknown links: Always check where a link leads before clicking by hovering over it with your mouse.

2. Recognizing Secure Connections

  • Secure websites use SSL certificates to protect your data. You can identify them by the padlock symbol 🔒 in the address bar.
  • Unsecured websites might show a “Not Secure” warning in modern browsers.

Why Secure Connections Matter

  • Prevents hackers from intercepting your personal information.
  • Ensures that you are communicating with the actual website, not an imposter.

3. Avoiding Suspicious Links and Pop-Ups

Cybercriminals use fake pop-ups and advertisements to trick users into clicking harmful links.

  • Fake virus alerts: Messages that claim your computer is infected and ask you to download software to fix it.
  • Too-good-to-be-true offers: Messages promising “free iPhones” or “huge lottery winnings” are often scams.
  • Unexpected pop-ups: If a pop-up asks you to enter sensitive information, close the window immediately.

4. Using Reliable Search Engines

  • Always use trusted search engines like Google, Bing, or DuckDuckGo to avoid being directed to harmful websites.
  • Be cautious when clicking on search results that say “Ad” or “Sponsored” at the top.

Privacy Settings

Every time you use the internet, websites and apps collect your data. Adjusting your privacy settings helps protect your personal information from unauthorized access.

1. Why Privacy Settings Matter

  • Prevents tracking of online activity by advertisers or hackers.
  • Controls who sees your posts, photos, and personal details on social media.
  • Helps limit cyber threats like identity theft or phishing attacks.

2. Adjusting Privacy Settings on Devices and Online Accounts

Each social media platform, website, and device has privacy settings that users can control.

Common Privacy Settings to Adjust

  • Social Media Accounts: Limit who can see your profile and posts.
  • App Permissions: Only allow apps to access necessary data (e.g., does a calculator app really need access to your contacts?).
  • Location Sharing: Disable location tracking unless absolutely needed.

Examples of Privacy Settings:

Platform

Privacy Settings

Facebook

Set posts to “Friends Only,” hide profile details, disable location tracking.

Instagram

Switch to a private account, limit who can message you.

Google

Disable personalized ads, clear search history, manage activity tracking.

3. Keeping Personal Information Private

  • Avoid sharing sensitive information like full name, home address, phone number, and school details online.
  • Think before posting: Once something is on the internet, it can be difficult to remove.
  • Be mindful of oversharing – even innocent details can be pieced together by cybercriminals.

Dealing with Cyberbullying

Cyberbullying is any form of bullying that takes place online or through digital devices. It can include hurtful messages, threats, spreading false rumors, or excluding someone from online groups.

1. Recognizing Cyberbullying

Cyberbullying can occur in many ways, including:

  • Harassing messages: Repeatedly sending mean or threatening messages.
  • Impersonation: Someone pretending to be you online.
  • Public humiliation: Sharing private pictures or personal details without consent.
  • Exclusion: Deliberately leaving someone out of an online group or event.

2. What to Do If You Experience Cyberbullying

  • Do not respond: Reacting can make things worse.
  • Block the person: Most platforms allow you to block or report abusive users.
  • Keep evidence: Take screenshots of messages or posts.
  • Talk to an adult: Teachers, parents, or school counselors can offer help.
  • Report the behavior: Social media sites and websites have options to report abuse.

3. Being a Responsible Digital Citizen

To prevent cyberbullying:

  • Treat others with respect online.
  • Do not share or forward harmful messages.
  • Be supportive if you see someone being bullied—offer help or report it.

Real-World Examples of Online Safety

Understanding real-life cases of online safety breaches can help students see why these precautions matter.

Case Study 1: Social Media Privacy Breach

A teenager posted vacation pictures on social media with their home location tagged. While they were away, their house was broken into because thieves knew it was empty.

Lesson: Avoid sharing location details in real-time.

Case Study 2: Phishing Scam via Email

A student received an email saying they had won a contest and needed to enter their personal information to claim the prize. After entering their details, their email account was hacked.

Lesson: Never enter personal information on suspicious websites. Always verify email senders.

Case Study 3: Cyberbullying Incident

A student was cyberbullied through a group chat where classmates spread false rumors about them. The school intervened, and the bullies faced disciplinary action.

Lesson: Cyberbullying is serious and can have consequences. Reporting abuse helps prevent it from continuing.

Conclusion

Online safety is not just about avoiding threats—it’s about being responsible, aware, and proactive when using the internet. By following safe browsing habits, adjusting privacy settings, and knowing how to deal with cyberbullying, students can protect themselves and others in the digital world.

Key Takeaways from Chapter 5.1: ✔ Always verify website URLs before clicking.
 ✔ Use secure connections (HTTPS) for online browsing.
 ✔ Adjust privacy settings to limit who can see your personal information.
 ✔ Never share personal details publicly.
 ✔ Recognize and report cyberbullying when you see it.
 ✔ Think critically before clicking on links, sharing information, or responding to strangers online.

This detailed content provides a comprehensive understanding of online safety while keeping the language simple and relevant for Year 7 students. Let me know if you need any modifications or additional insights! 🚀

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