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 Algorithms

In the world of computing and problem-solving, algorithms play a fundamental role in enabling computers to process information efficiently. Everything from search engines, social media platforms, online shopping websites, and even simple calculators relies on well-defined algorithms to function correctly.

An algorithm is a precise sequence of instructions that solves a problem or completes a task in a structured manner. It is the backbone of computer programs, artificial intelligence, data analysis, and automation.

Without algorithms, a computer would not know how to:

  • Sort files and folders based on name or date.
  • Find the shortest route from your home to school.
  • Encrypt passwords to keep your accounts safe.
  • Recommend videos and content on YouTube or Netflix.
  • Recognize your voice when using Siri or Google Assistant.

Formal Definition of an Algorithm

An algorithm is a finite, well-defined sequence of computational steps that transform input into output.

For an algorithm to be considered valid, it must meet these five fundamental properties:

  1. Well-Defined Inputs and Outputs

    • The algorithm must take one or more inputs and produce at least one output.
    • Example: A calculator takes two numbers (inputs) and outputs their sum.
  2. Definiteness (Clarity and Precision)

    • Each step must be unambiguous and clear.
    • Example: Instead of saying “Stir the ingredients for some time,” an algorithm must specify “Stir for 2 minutes.”
  3. Finiteness (Must End in a Reasonable Time)

    • The algorithm must eventually complete; it cannot go on forever.
    • Example: An algorithm for boiling an egg should specify a finite number of steps, like “Boil for exactly 7 minutes.”
  4. Effectiveness (Must Be Simple to Execute)

    • Each step should be achievable using basic operations.
    • Example: If an algorithm requires infinite memory or impossible calculations, it is not valid.
  5. Generalization (Must Work for All Inputs of the Same Type)

    • The algorithm should be scalable and applicable to different inputs of the same kind.
    • Example: A sorting algorithm should work for any set of numbers, not just one specific list.

Algorithms in the Real World

Algorithms are not just used in computer programs—they are found everywhere in daily life. Let’s look at some common real-world examples:

Example 1: A Recipe (Cooking as an Algorithm)

A cooking recipe is an algorithm because it consists of step-by-step instructions to make a dish.

  1. Gather ingredients (flour, eggs, milk).
  2. Mix ingredients together in a bowl.
  3. Pour the batter into a baking pan.
  4. Bake at 180°C for 25 minutes.
  5. Remove from oven and let it cool.

This is a structured process where inputs (ingredients) go through a sequence of steps (mixing, baking) to produce an output (a finished cake).

Example 2: Using a Vending Machine

A vending machine follows an algorithm when selecting a drink:

  1. Insert coins.
  2. Press the button for your desired drink.
  3. The machine verifies if enough money is inserted.
    • If yes, dispense the drink.
    • If no, display an error message.
  4. If change is required, return the correct amount.
  5. End process.

The vending machine’s algorithm ensures that drinks are dispensed only when conditions (such as sufficient payment) are met.

Example 3: Google Maps Finding the Shortest Route

  1. Input: Your current location and your destination.
  2. Processing:
    • Analyzing different possible roads.
    • Checking real-time traffic data.
    • Calculating the estimated time for each route.
  3. Output: Displaying the fastest or shortest route.

This process happens in seconds because Google Maps uses complex pathfinding algorithms, such as Dijkstra’s Algorithm, to find the best route.

Formal vs. Informal Algorithms

Algorithms can be written in two ways:

  1. Informal Algorithms (Step-by-Step Instructions in Plain Language)

    • Used in everyday life.
    • Example: How to tie your shoelaces.
      1. Take the two shoelace ends.
      2. Cross them over each other and pull tight.
      3. Make a loop with one lace.
      4. Wrap the other lace around and pull through.
      5. Tighten the knot.
  2. Formal Algorithms (Precise Steps Using Flowcharts or Pseudocode)

    • Used in programming and computer science.

Example: Finding the larger of two numbers.
Step 1: Start

Step 2: Input two numbers (A, B)

Step 3: If A > B, print “A is greater”

Step 4: Else, print “B is greater”

Step 5: End

 

Formal algorithms are exact and structured, ensuring they work for any input.

Why Are Algorithms Important?

  1. Foundation of Computer Science – Every program, from simple calculators to AI, is based on algorithms.
  2. Efficiency & Optimization – The better the algorithm, the faster and more effective the solution.
  3. Automation – Many everyday tasks (e.g., spam filtering in emails) rely on algorithms to operate without human intervention.
  4. Problem-Solving Skills – Learning how to create algorithms improves logical thinking.

Challenges in Algorithm Design

While designing algorithms, we must consider:

  1. Correctness – Does it produce the right result?
  2. Efficiency – Does it take too long or use too much memory?
  3. Scalability – Can it work for larger datasets?

Basic Algorithm Representation Methods

Algorithms can be represented in different ways:

  1. Step-by-Step Instructions (Plain English)

    • “If it’s raining, take an umbrella.”
    • “If the alarm rings, wake up and get ready.”

Pseudocode (Structured English for Coding)

Step 1: Input a number (X)

Step 2: If X is even, print “Even Number”

Step 3: Else, print “Odd Number”

 

  1. Flowcharts (Visual Representation)

    • A flowchart uses symbols to represent an algorithm’s steps.
    • Example:
      • StartInput NumberCheck Even or OddDisplay ResultEnd
  2. Programming Code

Python code for the same algorithm:

X = int(input(“Enter a number: “))

if X % 2 == 0:

    print(“Even Number”)

else:

    print(“Odd Number”)

 

Conclusion

An algorithm is the fundamental concept that powers all computing processes. By understanding algorithms, we can:

  • Develop problem-solving skills.
  • Break down complex problems into manageable steps.
  • Improve computational thinking.

In the next sections, we will explore how algorithms are constructed using sequencing, selection, and iteration, and how we can trace and test them before writing actual code.