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

Introduction to Cyber Threats

Cyber threats are dangers that exist in the digital world, targeting personal devices, online accounts, and even large-scale computer networks. These threats can cause financial loss, identity theft, data breaches, and system damage if users are not careful. Understanding common cyber threats helps individuals stay safe online, protect their data, and recognize suspicious activity.

In this section, we will explore:

  • Viruses and malware – malicious programs designed to harm computers.
  • Phishing emails and scams – deceptive attempts to steal personal information.
  • Hacking – unauthorized access to computer systems and accounts.

By the end of this topic, students will be able to identify different cyber threats, understand how they work, and take precautions to avoid them.

Viruses and Malware

What is Malware?

Malware (short for malicious software) is any program designed to disrupt, damage, or gain unauthorized access to a computer system. Malware can spread in various ways, such as downloading suspicious files, clicking on unknown links, or opening email attachments from untrusted sources.

Types of Malware

There are many types of malware, each with different methods of attack:

  1. Virus – A malicious program that attaches itself to a file or program and spreads when executed. Example: A virus hidden in a fake software download that corrupts files.
  2. Worm – A self-replicating program that spreads across computers without needing a host file. Example: A worm that spreads through email attachments and slows down entire networks.
  3. Trojan Horse (Trojan) – A program disguised as legitimate software but contains harmful code. Example: A fake game download that secretly steals passwords.
  4. Ransomware – A type of malware that locks a user’s files and demands payment to unlock them. Example: A ransomware attack encrypts business data, preventing access until a ransom is paid.
  5. Spyware – Software that secretly monitors a user’s activity and steals sensitive information. Example: A spyware app records a user’s keystrokes (keylogger) to steal login details.
  6. Adware – Displays unwanted advertisements, sometimes slowing down the computer. Example: A free music player that continuously shows pop-up ads.

How Malware Infects Computers

  • Downloading files from unknown websites – Some sites offer free software that secretly contains malware.
  • Clicking on suspicious email links – Fake emails trick users into clicking infected links.
  • Plugging in infected USB devices – External storage devices can transfer malware from one computer to another.
  • Using outdated software – Older software may have security weaknesses that malware can exploit.

How to Prevent Malware Infections

  • Install antivirus software and keep it updated.
  • Avoid downloading files from untrusted sources.
  • Be cautious with email attachments and links.
  • Update software regularly to fix security vulnerabilities.
  • Do not connect untrusted USB devices to a computer.

Phishing Emails and Scams

What is Phishing?

Phishing is a cyber attack where hackers try to steal sensitive information, such as passwords, bank details, or personal data, by pretending to be a legitimate entity (e.g., a bank, social media site, or online store).

How Phishing Works

  1. A fake email or message is sent, pretending to be from a trusted company.
  2. The email contains urgent language to make the user panic (e.g., “Your account will be locked in 24 hours!”).
  3. A link inside the email leads to a fake website that looks real.
  4. The user enters their login credentials or other personal data.
  5. The hacker steals the information and may use it to access the victim’s accounts.

Common Signs of a Phishing Email

  • Generic greeting (e.g., “Dear Customer” instead of your name).
  • Urgent requests (e.g., “Your account will be closed if you don’t act now!”).
  • Poor spelling and grammar – Fake emails often contain errors.
  • Suspicious links – The email asks you to click a link that is slightly misspelled (e.g., www.paypa1.com instead of www.paypal.com).
  • Unexpected attachments – Some phishing emails contain malware-infected files.

Examples of Phishing Scams

  • Fake Bank Emails – A hacker sends an email pretending to be your bank and asks you to log in to verify your identity.
  • Lottery Scams – A message claims you have won a lottery and need to provide personal details to receive the prize.
  • Fake Job Offers – Scammers offer fake remote jobs and ask for your personal information.
  • Social Media Scams – A fake message from a “friend” asking for money or login details.

How to Protect Against Phishing

  • Do not click on suspicious links or open unexpected email attachments.
  • Verify sender information before responding to an email.
  • Hover over links to see the actual website address before clicking.
  • Enable two-factor authentication (2FA) for an extra layer of security.
  • Report phishing emails to your email provider.

Basic Concept of Hacking

What is Hacking?

Hacking refers to gaining unauthorized access to a computer, network, or account. While some hackers use their skills for ethical purposes (ethical hackers help improve cybersecurity), others use hacking to steal information or disrupt systems (malicious hackers).

How Hackers Gain Access

  1. Weak Passwords – Hackers guess simple passwords like “123456” or “password.”
  2. Phishing Attacks – Trick victims into revealing login details.
  3. Unsecured Networks – Public Wi-Fi can be exploited to steal data.
  4. Exploiting Software Vulnerabilities – Outdated programs may have weaknesses that hackers can use.
  5. Malware and Keyloggers – Malicious software records passwords typed by a user.

Types of Hacking Attacks

  • Brute Force Attack – A hacker tries thousands of password combinations to guess a user’s login credentials.
  • Denial of Service (DoS) Attack – Overloading a website or network with traffic to make it crash.
  • Man-in-the-Middle Attack – Intercepting communication between two parties to steal data.

How to Protect Against Hacking

  • Use strong, unique passwords for different accounts.
  • Enable two-factor authentication (2FA) to prevent unauthorized logins.
  • Avoid using public Wi-Fi for sensitive transactions.
  • Keep software updated to fix security vulnerabilities.
  • Do not share personal details with unknown individuals online.

Conclusion

Understanding viruses, phishing, and hacking helps students stay vigilant against cyber threats. Cybercriminals constantly develop new methods to trick users, but awareness and preventive measures can keep personal data and devices safe.

Students should always:
✅ Think before clicking on links or attachments.
✅ Use strong passwords and enable two-factor authentication.
✅ Install and update security software.
✅ Be cautious about sharing personal information online.

Cybersecurity is a shared responsibility, and staying informed is the first step in protecting yourself and your digital world.