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

Algorithms are essential to problem-solving in computer science. Some of the most famous and commonly used algorithms involve sorting and searching data efficiently. In this section, we will explore how these fundamental algorithms work, why they are important, and how they relate to real-world situations. Understanding these concepts will help students develop problem-solving skills and prepare them for more advanced algorithmic thinking in the future.

1. Sorting Algorithms

Sorting is the process of arranging data in a particular order, such as numerical (smallest to largest) or alphabetical (A to Z). Sorting is a fundamental operation in computing, as many applications rely on efficiently organizing data.

1.1 What is Sorting?

Sorting means rearranging a list of elements in a specific order. Sorting is essential in:

  • Searching: A sorted list makes searching easier.
  • Data Organization: Helps in organizing records such as student marks, customer names, or product prices.
  • Optimization: Used in database management and improving the efficiency of programs.

1.2 Basic Sorting Algorithms

There are many sorting algorithms, but for now, we will focus on two simple ones: Bubble Sort and Insertion Sort.

1.2.1 Bubble Sort

Bubble Sort is one of the simplest sorting algorithms. It repeatedly compares adjacent elements in a list and swaps them if they are in the wrong order. This process continues until the entire list is sorted.

How Bubble Sort Works:

  1. Compare the first two elements.
  2. If the first element is greater than the second, swap them.
  3. Move to the next pair and repeat the comparison.
  4. Continue this process until the last element.
  5. Repeat the entire process until the list is sorted.

Example of Bubble Sort:

Sorting the list [4, 2, 5, 1] in ascending order:

  1. Compare 4 and 2 → Swap → [2, 4, 5, 1]
  2. Compare 4 and 5 → No swap → [2, 4, 5, 1]
  3. Compare 5 and 1 → Swap → [2, 4, 1, 5]
  4. Repeat the process until the list becomes [1, 2, 4, 5]

Advantages and Disadvantages of Bubble Sort

  • Easy to understand and implement
  • Slow for large lists, as it has to keep checking every element repeatedly

1.2.2 Insertion Sort

Insertion Sort works like how people arrange playing cards in their hands. You pick up each card one at a time and insert it into the correct position.

How Insertion Sort Works:

  1. Start with the second element in the list.
  2. Compare it with the first element and insert it in the correct position.
  3. Move to the next element and repeat until the list is sorted.

Example of Insertion Sort:

Sorting [4, 2, 5, 1]:

  1. Start with 2 → Insert before 4[2, 4, 5, 1]
  2. Move to 5 → Already in order → [2, 4, 5, 1]
  3. Move to 1 → Insert before 2[1, 2, 4, 5]

Advantages and Disadvantages of Insertion Sort

  • More efficient than Bubble Sort for small lists
  • Still slow for large lists

Real-World Analogy for Sorting Algorithms

Imagine sorting books on a shelf:

  • Bubble Sort: You compare two books at a time, swapping them if they are out of order, and repeat until the shelf is sorted.
  • Insertion Sort: You take one book at a time and insert it into the correct place.

2. Search Algorithms

Searching is the process of finding a specific item in a collection of data. Searching is used in:

  • Looking up contacts in a phone book.
  • Finding a word in a dictionary.
  • Searching for a file on a computer.

2.1 Linear Search

Linear Search is the simplest search method. It checks each element in a list one by one until it finds the target value.

How Linear Search Works:

  1. Start from the first element.
  2. Compare it with the target value.
  3. If it matches, stop the search.
  4. If not, move to the next element.
  5. Repeat until the target is found or the list ends.

Example of Linear Search:

Finding 5 in [2, 3, 5, 7]:

  1. Check 2 → No match.
  2. Check 3 → No match.
  3. Check 5 → Match found.

Advantages and Disadvantages of Linear Search

  • Works with both sorted and unsorted data
  • Slow for large lists because it checks every element

2.2 Binary Search

Binary Search is a faster search algorithm but only works on sorted lists. It repeatedly divides the list into halves and eliminates half of the remaining elements.

How Binary Search Works:

  1. Start with a sorted list.
  2. Compare the middle element with the target value.
  3. If they match, the search is complete.
  4. If the target is smaller, search the left half.
  5. If the target is larger, search the right half.
  6. Repeat the process until the target is found or no elements remain.

Example of Binary Search:

Finding 5 in [1, 3, 5, 7, 9]:

  1. Middle element = 5 → Match found.

Finding 8 in [1, 3, 5, 7, 9]:

  1. Middle element = 58 is greater → Search right half [7, 9]
  2. Middle element = 78 is greater → Search right half [9]
  3. No match found.

Advantages and Disadvantages of Binary Search

  • Much faster than Linear Search for large lists
  • Only works on sorted data

Real-World Analogy for Search Algorithms

Imagine finding a name in a phone book:

  • Linear Search: You start from the first name and check each one until you find the right person.
  • Binary Search: You open the book in the middle, see if the name is before or after that point, and keep dividing the search in half.

3. Concept of Efficiency

Efficiency refers to how fast and resource-friendly an algorithm is. When dealing with large amounts of data, an efficient algorithm is crucial.

  • Bubble Sort vs. Insertion Sort: Both are simple but inefficient for large lists.
  • Linear Search vs. Binary Search: Linear search is slower, while binary search is faster but requires sorted data.

Real-World Example of Efficiency:

  • Imagine searching for a file in a messy room (Linear Search) vs. searching in a well-organized filing cabinet (Binary Search). Which one is faster?

Conclusion

Sorting and searching algorithms are essential for managing data efficiently. Sorting helps organize data, making it easier to search and process. Searching techniques like Linear Search and Binary Search help find information quickly. These fundamental algorithms are used in everyday applications such as search engines, database management, and software optimization.

By understanding these concepts, students will develop logical thinking skills and be better prepared for programming and problem-solving in future lessons.