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.
0/9
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.
0/10
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.
0/12
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).
0/13
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)​
0/12
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
0/11
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.
0/12
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.
0/10
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)​
0/14
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.
0/12
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​
0/15
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.
0/4
Final Exam
0/1
Appendix
0/1
Year 7 Computer Science
About Lesson

Introduction to Variables in Python

In programming, a variable is a container for storing data that can change during the execution of a program. It is a named storage location in the computer’s memory that allows programmers to store, retrieve, and manipulate data efficiently.

Python, unlike some other programming languages, does not require you to specify the type of data a variable will hold. Instead, Python automatically determines the data type when a value is assigned. This feature makes Python simpler and more intuitive for beginners.

Why Do We Need Variables?

Variables are essential because they allow us to:
✔ Store user input and reuse it later in the program.
✔ Perform calculations dynamically.
✔ Track the state of a program (e.g., score in a game, time elapsed).
✔ Make programs interactive by responding to changes in data.

Declaring and Assigning Variables in Python

In Python, assigning a value to a variable is simple. You just use the = (assignment) operator:

Example: Declaring Variables

name = “Alice”  # A string variable storing a name

age = 12  # An integer variable storing an age

height = 1.55  # A float variable storing height in meters

is_student = True  # A boolean variable storing a True/False value

 

Unlike other programming languages such as Java or C, Python does not require a specific keyword to declare variables. You do not need to specify the type explicitly—it is inferred from the value assigned.

Modifying Variables

A variable’s value can be changed at any point in the program.

score = 10  # Initially set to 10

score = 15  # Updated to 15

print(score)  # Output: 15

 

Rules for Naming Variables in Python

Python has specific rules for naming variables. Following these rules ensures that the code runs correctly and remains readable.

Valid Variable Naming Rules

  • The variable name must start with a letter (a-z, A-Z) or an underscore (_)
  • It cannot start with a number
  • It can only contain letters, numbers, and underscores (_)
  • Python is case-sensitive, meaning Score and score are treated as different variables.

🚫 Invalid Variable Names

2nd_player = “John”  # Invalid: Cannot start with a number

player-name = “Alice”  # Invalid: Cannot contain hyphens (-)

class = “Math”  # Invalid: ‘class’ is a reserved keyword in Python

 

Good Naming Practices
✔ Use meaningful names (user_age instead of ua).
✔ Use lowercase with underscores (player_score, high_score).
✔ Avoid single-letter names (unless they have a clear meaning, such as x in mathematics).

Data Types in Python

A data type defines what kind of value a variable holds and determines what operations can be performed on it. Python provides several built-in data types.

Data Type

Example

Description

Integer (int)

age = 12

Whole numbers (positive or negative)

Float (float)

price = 19.99

Numbers with decimal points

String (str)

name = “Alice”

A sequence of characters (text)

Boolean (bool)

is_hungry = False

True or False values

Examples of Data Types

x = 20  # Integer

pi = 3.1416  # Float

name = “John Doe”  # String

is_raining = True  # Boolean

 

Each data type has specific uses in programming.

Performing Operations on Different Data Types

# Integer arithmetic

a = 10

b = 5

sum_value = a + b  # Addition

product = a * b  # Multiplication

difference = a – b  # Subtraction

 

# Float arithmetic

temperature = 36.5

half_temp = temperature / 2

 

# String concatenation

greeting = “Hello, ” + name  # Output: Hello, John Doe

 

Working with Different Data Types

Python allows us to manipulate variables using different operations.

1. Arithmetic Operations (Integers and Floats)

python

CopyEdit

num1 = 10

num2 = 3

 

# Performing arithmetic operations

sum_result = num1 + num2  # 13

difference = num1 – num2  # 7

product = num1 * num2  # 30

quotient = num1 / num2  # 3.3333

integer_division = num1 // num2  # 3 (removes the decimal part)

remainder = num1 % num2  # 1

 

2. String Manipulation

Python provides built-in methods for working with strings.

sentence = “Python is fun!”

uppercase_sentence = sentence.upper()  # “PYTHON IS FUN!”

lowercase_sentence = sentence.lower()  # “python is fun!”

word_count = len(sentence)  # 14 (counts characters including spaces)

 

3. Boolean Operations

Boolean values (True or False) are commonly used in conditions and logic.

is_sunny = True

is_raining = False

 

if is_sunny:

    print(“Enjoy the sunshine!”)

else:

    print(“Don’t forget your umbrella!”)

 

Type Conversion (Casting)

Python allows type conversion, which means changing one data type to another. This is useful when handling user input, as input values are always stored as strings.

Example of Type Conversion

age = input(“Enter your age: “)  # User inputs “14”

age = int(age)  # Converts string to integer

print(“Next year, you will be”, age + 1)

 

Other conversion functions:

  • str() → Converts to string
  • int() → Converts to integer
  • float() → Converts to float
  • bool() → Converts to boolean

num = 10

print(str(num))  # “10” (Converted to string)

print(float(num))  # 10.0 (Converted to float)

print(bool(num))  # True (Any nonzero number is True)

 

Practical Example: Creating a Score Counter for a Game

Let’s apply what we have learned by creating a basic score counter for a game.

score = 0  # Initialize score to 0

 

# Player earns points

score += 10  # Adds 10 to score

print(“Score:”, score)  # Output: Score: 10

 

# Player loses points

score -= 5  # Subtracts 5 from score

print(“Updated Score:”, score)  # Output: Updated Score: 5

 

Key Takeaways

Variables store and manage data, making programs dynamic and interactive.
Python has different data types: integers (int), floats (float), strings (str), and booleans (bool).
Variable names should be meaningful, use underscores, and follow naming conventions.
Variables can be updated and used in calculations, making them essential for program logic.
Type conversion allows data to be changed from one type to another for compatibility in operations.

By understanding variables and data types, students gain the ability to store, process, and manipulate information effectively—an essential skill for building real-world applications in programming.