Topic title: Introduction to Python
Year group: 7
When taught: January to April
What are we learning?
At the end of this unit all pupils should be able to:
• Run simple Python programs in Interactive and Script mode
• Write pseudocode to outline the steps in an algorithm prior to coding
• Write programs using different types of data (e.g. strings and integers)
• Correctly use different variable types (e.g. integer and floating point), assignment statements,
arithmetic operators
• Distinguish between syntax and logic errors and be able to find and correct both types of error
• Use relational operators to control the order in which program statements are executed and in
what order (if and while statements)
• Use comments to document their programs and explain how they work
• Write an error-free, well-documented program involving selection and iteration, but with some
help given
Most pupils will be able to:
• Write an error-free, well-documented program involving selection and iteration
• Describe how a binary search is carried out
• Explain the advantages of a binary search over a linear search for an ordered list
Some pupils will be able to:
• Devise their own algorithms to solve reasonably complex problems
• Test and debug their programs, and correct both syntax and logic errors, display error
messages when required.
Why is this important to know?
Learning Skills:
• Synthesis: Pupils will bring ideas together and create solutions to coding problems
• Problem solving when deciding how to solve a problem and why
Life Skills:
• Collaboration: on complex moral and ethical issues in computing
• Resilience: when debugging code in a text-based language
ICT Skills:
• Software: Using integrated development environments (IDEs) to code programs
• Using tutorials
• Split screen working
Literacy Skills:
• Digital literacy: Coding using text-based languages
• Vocabulary: Learning new vocab and learning how it links to other subjects (variable and integer)
Where does this link into our past and future learning?
No previous learning is necessary with this unit. Pupils may have had some experience of using variables and with a variety of relational operators such as If and Repeat in graphical block-based languages such as Scratch. Applying this knowledge will help their understanding of a text-based language such as Python.
Future learning topic: Python Next Steps
How will we be assessed on this topic?
• End of topic assessment – 40 questions all based on unit learning.
• This will also contribute to the end of year exam.
What makes a strong piece of work in this topic?
• The code runs without errors and produces the correct output.
• The program uses clear, meaningful variable names.
• Code is well-organised and indented properly (Python relies on indentation).
• The student includes comments to explain what the code is doing.
• The task has been completed independently, showing understanding of the concepts.
• The student demonstrates the use of different data types (e.g., strings, integers).
• The program goes beyond the basic requirements, showing creativity (e.g., adding more input/output).
What are teachers hoping to see?
• A solid understanding of Python basics: input/output, variables, simple math, and decisionmaking (if/else).
• Accurate use of syntax – using correct punctuation like colons, brackets, and quotation marks.
• Evidence of problem-solving – thinking logically about how to get the computer to do something.
• A positive attitude to debugging – trying to fix mistakes instead of giving up.
• Progression in skills – trying new things as confidence grows.
• That students can explain what their code does in plain English.
What key words are there in this topic?
What can I try if I want to stretch and challenge myself on this topic?
• Try writing a simple game (e.g., number guessing or rock-paper-scissors).
• Use loops (for and while) to repeat parts of your program.
• Work with lists to store and use multiple values.
• Add error handling (e.g., what if the user types the wrong input?).
• Learn about and use functions to organise code into reusable parts.
• Explore turtle graphics to draw shapes with code.
• Attempt simple projects like a calculator, quiz, or text adventure.
• Research and use an online Python editor (like Replit or Trinket) to test and share your code.
What wider reading can be done on this topic?
• CGP KS3 Computing Complete Revision & Practice
• Hodder Compute-IT: Student’s Book 1 – Computing for KS3
• Magazines Direct – The Python Book (10th Edition)
• PGOnline – Learning to Code in Python
What websites are linked to the topic?
• BBC Bitesize (Intro to Programming): https://www.bbc.co.uk/bitesize/guides/zts8d2p/revision/1
• Website used for coding: https://replit.com
• Website used for tutorials: https://www.w3schools.com/python/default.asp
• Website to help theory: https://www.bbc.co.uk/bitesize/topics/zhy39j6
Careers
• Applications developer
• Big data engineer
• Cyber security analyst
• Data scientist
• Database administrator
• Forensic computer analyst
• Game designer/developer
• Information systems manager
• IT consultant
• Network engineer
• Software engineer
• Systems analyst
• UX designer
• Web designer
• Web developer
Extra Skills:
• Communication
• Teamwork
• Problem-solving
• Time management
• Organisation
• Software Skills
Progression:
• Online tutorials
• GCHQ/Bebras competitions
• Coding clubs
• GCSE Computer Science
• A-level Computer Science
• University/Apprenticeship
• Work experience
