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

In today’s interconnected world, digital citizenship is more important than ever. Every time we interact online—whether posting on social media, sharing a photo, commenting on a forum, or sending an email—we are creating a digital presence that can have long-term effects. Understanding how to behave responsibly, respectfully, and safely in the digital space is essential for every internet user.

This chapter will explore what it means to be a good digital citizen, why it is important to be mindful of digital footprints, and how online actions can impact personal, academic, and professional opportunities.

What is Digital Citizenship?

Digital citizenship refers to the responsible, ethical, and informed use of technology, ensuring that individuals engage positively and safely in the digital world. Just like being a responsible citizen in real life requires following laws, respecting others, and contributing positively to the community, being a responsible digital citizen means following similar principles online.

A good digital citizen:
 ✔ Respects others online – Uses kind and respectful language in chats, social media, and online discussions.
 ✔ Thinks before posting – Understands that once something is shared online, it is permanent, even if deleted.
 ✔ Protects personal information – Keeps passwords and sensitive data private and secure.
 ✔ Uses technology ethically – Avoids plagiarism, cyberbullying, and illegal downloading.
 ✔ Stays informed – Learns about digital threats, misinformation, and privacy risks.

Why is Digital Citizenship Important?

  • Personal Safety: Protects individuals from cyber threats, online scams, and identity theft.
  • Academic and Career Impact: Colleges, universities, and employers often check digital footprints. Inappropriate posts or negative behavior online can affect future opportunities.
  • Responsible Communication: Encourages positive and respectful interactions in online communities, preventing misunderstandings and conflicts.
  • Legal and Ethical Responsibility: Prevents copyright violations, cyberbullying, and misuse of digital resources.

Real-world example:
 🔹 A student posts offensive comments on social media. Even if deleted later, someone has already taken a screenshot. This affects their university application, as the admissions office finds the post and questions their character.

Key Aspects of Digital Citizenship

1. Responsible Online Behavior

  • Always use respectful and appropriate language when communicating online.
  • Avoid spreading false information or engaging in cyberbullying.
  • Think before posting: Would I be comfortable if my teacher, parent, or future employer saw this?

🔹 Example: Before sharing a meme or joke, consider if it could be offensive to someone. Even if it seems harmless, it might be perceived differently by others.

2. Understanding Digital Footprints

What is a Digital Footprint?
 A digital footprint is the record of all online activities a person leaves behind. It includes:

  • Social media posts, likes, and comments.
  • Search history and browsing habits.
  • Emails, online purchases, and login details.
  • Information collected by websites, apps, and online services.

Two Types of Digital Footprints:
 ✅ Active Footprint – Information you intentionally share online (e.g., social media posts, comments, uploaded photos).
 ✅ Passive Footprint – Information collected about you without your direct input (e.g., websites tracking browsing habits, app data collection).

🔹 Example: A student applies for a scholarship, and the organization searches their name online. If they find inappropriate posts or negative comments, it may affect their decision.

Tips for Managing a Positive Digital Footprint:
 ✔ Use privacy settings – Adjust privacy controls on social media to limit who can see personal information.
 ✔ Think before posting – Avoid sharing sensitive or controversial content.
 ✔ Remove unnecessary online accounts – Delete old accounts that are no longer in use.
 ✔ Search yourself online – Check what information appears when your name is Googled and manage your online presence.

3. Online Identity and Reputation

Your online identity is how you are perceived by others on the internet. Maintaining a positive online reputation is essential for:

  • Building trust with peers, teachers, and potential employers.
  • Creating opportunities in education, career, and networking.
  • Protecting yourself from online threats or being misrepresented.

🔹 Example:

  • A student actively shares educational content, participates in online forums respectfully, and avoids negative discussions. Later, a teacher recommends them for a leadership role based on their online contributions.

Ways to Build a Positive Online Presence:
 ✔ Be respectful in discussions – Constructive criticism and polite debates create a good impression.
 ✔ Share helpful and educational content – Posting insightful articles, project work, or achievements enhances credibility.
 ✔ Correct mistakes if necessary – If you accidentally post something inappropriate, apologize and remove it.

4. Cyberbullying and Online Harassment

What is Cyberbullying?
 Cyberbullying is the use of digital platforms to harass, threaten, or embarrass someone. Unlike face-to-face bullying, cyberbullying can spread quickly and reach a large audience.

🔹 Forms of Cyberbullying:

  • Flaming – Posting hostile or aggressive comments.
  • Outing – Sharing someone’s private information without permission.
  • Doxxing – Publishing someone’s personal details (e.g., address, phone number) to harm them.
  • Impersonation – Creating fake profiles to mislead others.

How to Handle Cyberbullying:
 ✔ Do not respond – Engaging with bullies can escalate the situation.
 ✔ Save evidence – Take screenshots of messages or comments for proof.
 ✔ Block and report – Use platform tools to remove bullies and report abuse.
 ✔ Seek help – Inform a trusted adult, teacher, or school counselor if experiencing online harassment.

🔹 Example: A student receives offensive messages from an anonymous account. Instead of replying, they take screenshots, report the account, and inform their teacher.

5. Digital Etiquette (Netiquette)

Netiquette (Internet + Etiquette) refers to polite and respectful online communication. Following good netiquette makes digital interactions more positive.

🔹 Essential Rules of Netiquette:
 ✔ Be polite and professional – Just like in real life, treat people with kindness online.
 ✔ Avoid using ALL CAPS – It looks like shouting.
 ✔ Give credit – Always credit sources when using information, images, or videos.
 ✔ Respect different opinions – Healthy debates are good, but personal attacks are not.
 ✔ Follow platform guidelines – Each website or app has rules; follow them to avoid being banned or flagged.

Conclusion

Being a responsible digital citizen means making smart choices online. Every action, post, comment, and interaction contributes to a person’s digital identity and reputation. Learning to protect personal information, engage respectfully, and maintain a positive digital presence will help students navigate the digital world safely and successfully.

In the next section, we will explore ethical issues in technology, including privacy rights, the digital divide, and the environmental impact of digital usage.

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