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 Phishing and Online Safety Awareness

Phishing is one of the most common and dangerous online threats that people face today. It is a method used by cybercriminals to deceive individuals into providing sensitive information, such as usernames, passwords, and financial details. This subchapter will help students develop the necessary skills to identify phishing attempts, avoid online scams, and promote cyber safety through an engaging, hands-on project.

Understanding Phishing: A Cyber Threat to Watch Out For

What is Phishing?

Phishing is a cyber-attack method where fraudsters pose as legitimate organizations or individuals to trick people into revealing personal or financial information. Phishing attacks often come in the form of fake emails, messages, or websites that appear to be from trusted sources.

How Does Phishing Work?

  1. Deceptive Email or Message – A victim receives an email or message that appears to be from a trusted organization, such as a bank, a social media platform, or an e-commerce site.
  2. Urgency and Fear Tactics – The message often creates a sense of urgency, such as “Your account has been compromised!” or “You have won a prize! Claim it now.”
  3. Fake Links or Attachments – The email contains a link to a fraudulent website or a malicious attachment that, when clicked, installs malware or collects sensitive data.
  4. Data Collection – If the victim enters their details on the fake website, the attacker gains access to their accounts or personal information.
  5. Exploitation – The cybercriminal may use the stolen data for financial fraud, identity theft, or further hacking attempts.

Common Signs of Phishing Emails

To help students identify phishing emails, they should look out for these warning signs:

  1. Generic Greetings – Phishing emails often use vague greetings like “Dear Customer” instead of addressing you by name.
  2. Urgent or Threatening Language – Messages that pressure you to act quickly, such as “Your account will be suspended unless you verify now!”
  3. Suspicious Links – Hover over links without clicking to see if the actual URL matches the sender’s identity. Fake links often contain misspelled words (e.g., “www.paypa1.com” instead of “www.paypal.com“).
  4. Unexpected Attachments – Legitimate organizations do not typically send random attachments unless requested.
  5. Poor Grammar and Spelling – Many phishing emails contain grammatical errors or awkward wording.
  6. Requests for Personal Information – Banks and online services never ask for passwords or personal details via email.
  7. Fake Email Addresses – The sender’s email may look legitimate but often contains extra characters (e.g., “support@amaz0n.com” instead of “support@amazon.com”).

Types of Phishing Attacks

Phishing is not limited to just emails. There are various forms of phishing, including:

  1. Email Phishing – The most common type, where attackers send fraudulent emails.
  2. Spear Phishing – A targeted attack where the scammer personalizes the email to a specific person or organization.
  3. Smishing (SMS Phishing) – Fake text messages claiming to be from a trusted source.
  4. Vishing (Voice Phishing) – Scammers call victims and pretend to be customer service representatives or officials.
  5. Clone Phishing – A real email is duplicated, but with malicious links or attachments added.
  6. Social Media Phishing – Fraudsters create fake social media profiles to impersonate someone you know.

What to Do If You Suspect Phishing

  1. Do Not Click – Never click on links in suspicious emails or messages.
  2. Verify the Source – Contact the company directly through official phone numbers or websites.
  3. Report the Email – Use the “Report Phishing” feature in your email provider.
  4. Use Two-Factor Authentication (2FA) – This adds an extra layer of security, making it harder for hackers to access your accounts.
  5. Update Security Software – Keep antivirus software and browsers up to date to protect against phishing attempts.

Applied Activity: Phishing Detection and Online Safety Campaign

Activity 1: Phishing Role-Play or Game

Objective:
Students will analyze different messages and emails to determine whether they are phishing attempts.

Instructions:

  1. Prepare Example Emails – Provide students with several sample emails, some real and some phishing.
  2. Group Analysis – Divide students into small groups and give each group a set of emails to examine.
  3. Identify Clues – Each group must identify phishing indicators (generic greetings, fake URLs, urgent messages, spelling errors, etc.).
  4. Discussion and Review – Groups will explain why they classified an email as phishing or legitimate.
  5. Scoring and Reflection – Students will receive a score based on their accuracy in identifying phishing attempts.

Expected Learning Outcome:
Students will become more aware of how phishing emails work and will be able to critically assess messages before clicking on links or sharing personal data.

Activity 2: Mini Project – Online Safety Poster or Video

Objective:
Students will create a digital or physical awareness campaign that promotes online safety and phishing prevention.

Instructions:

  1. Choose a Format – Students can create either a poster, infographic, short video, or slideshow.
  2. Key Topics to Cover:
    • What is phishing?
    • How to recognize a phishing scam.
    • Steps to take when encountering a phishing attempt.
    • Best practices for online safety (strong passwords, 2FA, verifying links).
  3. Encourage Creativity – Use visuals, real-world examples, and engaging messages to make the information clear and appealing.
  4. Presentation – Students will present their posters or videos to the class, explaining the key points.
  5. Class Discussion and Feedback – Other students provide feedback, and a discussion reinforces the learning objectives.

Expected Learning Outcome:
By creating a visual or video project, students reinforce their understanding of phishing and online safety. The project also serves as an educational resource that can be shared with peers.

Final Takeaways

  • Phishing is a major online security threat that relies on tricking users into revealing personal information.
  • Recognizing phishing signs (generic greetings, urgent messages, suspicious links, poor grammar) can help prevent falling for scams.
  • Different types of phishing exist, including email phishing, smishing, vishing, and social media scams.
  • Taking precautions like using 2FA, verifying sources, and reporting scams can help protect personal data.
  • Through the phishing role-play and online safety campaign, students apply what they have learned in a practical and engaging way.

This subchapter gives students both theoretical and hands-on experience in identifying phishing attempts and promoting cyber safety. They gain the necessary skills to protect themselves online while educating others in a fun and interactive way.