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

In today’s digital world, securing personal and sensitive information is more important than ever. One of the first lines of defense against cyber threats is a strong password combined with authentication measures. A weak password can allow hackers to gain access to email accounts, social media profiles, and even banking services. To enhance security, many systems use Two-Factor Authentication (2FA) as an extra layer of protection.

This section will explore the importance of strong passwords, common attacks on passwords, and the role of 2FA in securing accounts.

1. Creating Strong Passwords

A password is a secret string of characters used to verify identity when accessing an account or system. However, not all passwords are equally secure. Cybercriminals often use various methods, such as brute force attacks and dictionary attacks, to crack weak passwords. This is why it is essential to create strong passwords that are difficult to guess.

1.1 Characteristics of a Strong Password

A good password should meet the following criteria:

  • Length: The longer, the better. A minimum of 12-16 characters is recommended.
  • Complexity: A mix of uppercase letters (A-Z), lowercase letters (a-z), numbers (0-9), and symbols (!, @, #, $, etc.) makes a password harder to crack.
  • Unpredictability: Avoid using common words, names, or predictable patterns (e.g., “password123”, “qwerty”, “12345678”).
  • Uniqueness: Every account should have a different password to prevent credential stuffing attacks, where stolen passwords from one site are used to access another.

1.2 Examples of Weak vs. Strong Passwords

Weak Password

Why It’s Weak

Stronger Alternative

password123

Too common and easy to guess

G#5t9!mZpQx2

qwerty

Uses a keyboard pattern

Lz&9@Kb%1!yG

John1995

Contains personal information (name & birth year)

Xy$9G!4b@Tz6

letmein

Commonly used and predictable

Z!7pQr#2Nm@1T

1.3 Why Are Weak Passwords a Security Risk?

Hackers use multiple techniques to crack passwords, including:

  • Brute Force Attack – Systematically guessing every possible combination until the correct one is found.
  • Dictionary Attack – Using a pre-made list of commonly used passwords to gain access.
  • Credential Stuffing – Using leaked passwords from one website to try logging into other accounts.
  • Social Engineering – Manipulating users into revealing passwords (e.g., phishing scams).

Because of these threats, using a strong password is essential to protect online accounts.

2. Two-Factor Authentication (2FA)

Even with strong passwords, cybercriminals can sometimes gain access to accounts using data breaches, phishing attacks, or social engineering tactics. To provide an additional layer of security, many online services use Two-Factor Authentication (2FA).

2.1 What is Two-Factor Authentication?

Two-Factor Authentication (2FA) is a security process where users provide two different types of information to verify their identity before gaining access to an account. This makes it significantly harder for hackers to access accounts, even if they manage to obtain the password.

2.2 How 2FA Works

When logging into an account with 2FA enabled, users must complete two steps instead of just entering a password:

  1. Step 1: Entering the Password – The user types in their standard password.
  2. Step 2: Verifying Identity – The system asks for a second piece of authentication, which could be:
    • A One-Time Password (OTP) – A temporary code sent to a mobile phone or email.
    • An Authentication App – Apps like Google Authenticator or Microsoft Authenticator generate time-sensitive security codes.
    • Biometric Verification – Using a fingerprint, facial recognition, or voice recognition to confirm identity.
    • A Physical Security Key – A USB device that must be plugged into the computer for access.

2.3 Common Examples of 2FA in Daily Life

Service

Primary Authentication (Step 1)

Secondary Authentication (Step 2)

Online Banking

Password

OTP sent via SMS

Social Media (Facebook, Instagram)

Password

Code generated by an authenticator app

Email Accounts (Gmail, Yahoo)

Password

Security key or backup email confirmation

Shopping Sites (Amazon, Shopee)

Password

OTP via email or SMS

Smartphone Unlocking

Password/PIN

Fingerprint or Face ID

2.4 Benefits of Using 2FA

  • Prevents Unauthorized Access – Even if a hacker steals your password, they can’t log in without the second factor.
  • Protects Against Phishing Attacks – If someone tricks you into revealing your password, they still need the second verification step.
  • Enhances Security for Sensitive Accounts – Banking, social media, and email accounts benefit significantly from 2FA.

2.5 Potential Limitations of 2FA

  • SMS-based 2FA can be intercepted through SIM card hijacking.
  • Authenticator apps require a phone, meaning if the device is lost, backup codes are needed.
  • Some users find 2FA inconvenient, but the added security outweighs the small effort required.

Conclusion

Passwords are the first layer of defense in cybersecurity, and using strong, unpredictable passwords is crucial in preventing hacking attempts. However, passwords alone are not enough, which is why Two-Factor Authentication (2FA) is widely used to add an extra security barrier.

By applying the principles of strong password creation and enabling 2FA wherever possible, users can significantly reduce the risk of cyber threats and protect their digital information.

In the next section, we will explore Personal Data Protection, including how hackers target sensitive data and best practices for keeping personal information safe online.