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 Information Literacy

In the digital age, information is easily accessible, but not all sources are reliable, accurate, or unbiased. Information literacy is the ability to find, evaluate, and use information effectively and responsibly. When creating digital content—whether a blog, a video, a website, or a research project—students must ensure that the information they present is factual, well-researched, and properly credited.

This chapter explores effective research techniques, evaluating source credibility, citing sources correctly, and avoiding plagiarism to ensure ethical and responsible information usage in digital projects.

1. Effective Research Techniques

Conducting proper research is essential when gathering information for a project. Below are key strategies to find reliable and relevant information online:

1.1 Using Reliable Search Techniques

To find high-quality information, students should:

  • Use specific and relevant keywords instead of vague or generic phrases.
    • ✅ Example: Searching “climate change impact in Malaysia” provides better results than just “climate change”.
  • Use Boolean operators to refine search results:
    • AND: Includes multiple terms (e.g., cybersecurity AND online safety).
    • OR: Expands results to include either term (e.g., phishing OR scams).
    • NOT: Excludes specific terms (e.g., AI NOT gaming).
  • Utilize quotation marks (“”) for exact phrase searches (e.g., “Internet privacy laws in Malaysia”).
  • Search for content in educational domains such as .edu, .gov, and .org, which are typically more credible than commercial (.com) websites.

1.2 Evaluating the Credibility of Sources

Not all online sources are trustworthy. Before using information, students should evaluate the reliability of a website, article, or document by considering:

Factor

Key Questions to Ask

Example

Author

Who wrote this? Are they an expert?

A cybersecurity expert’s article is more credible than a random blog post.

Publication

Where is it published? Is the website reputable?

Government websites (e.g., www.data.gov.my) are more trustworthy than social media posts.

Recency

When was it published? Is the information still relevant?

A technology guide from 2010 may be outdated compared to a 2023 publication.

Bias

Is the content objective or does it push an agenda?

An article from a company selling antivirus software may exaggerate cybersecurity risks.

Tip: If a website lacks an author, publication date, or credible sources, it may not be reliable.

2. Citing Sources Properly

When using text, images, videos, or research from other sources, it is important to cite the original creator. Proper citation ensures academic honesty, prevents plagiarism, and gives credit to authors for their work.

2.1 Types of Citations

  • For Websites:
    Format: Author (Year). Title of the webpage. Retrieved from [URL]
  • For Books:
    Format: Author, A. A. (Year). Title of the book. Publisher.
    • ✅ Example: Tan, L. H. (2019). Introduction to Computer Science. Oxford University Press.
  • For Images & Media:
    • If an image is not original, always include a credit line (e.g., “Image by John Smith, used with permission” or “Source: Unsplash.com”).
    • Use Creative Commons (CC) licensed media to ensure legal and ethical use.

3. Avoiding Plagiarism & Copyright Violations

3.1 What is Plagiarism?

Plagiarism is copying someone else’s work without proper attribution. It is unethical, and in many cases, it can have serious consequences such as academic penalties or legal action.

Types of plagiarism include:

  • Direct Plagiarism: Copying someone’s text word-for-word without citation.
  • Self-Plagiarism: Reusing your own previous work without permission.
  • Paraphrasing without Credit: Changing a few words but keeping the original meaning without citing the source.

Correct Way to Avoid Plagiarism:
Paraphrase correctly → Summarize in your own words and cite the source.
Use quotation marks for direct quotes → Example: According to the World Health Organization, “cyberbullying is a growing concern among teenagers” (WHO, 2023).
Always cite the source → Whether using text, images, or videos, always include a proper reference.

4. Application: Gathering and Documenting Sources

When working on a digital media project, it is essential to keep a research log where all sources are documented. This ensures:

  • Accuracy: The project is backed by verified, credible information.
  • Transparency: Viewers can trust the content because sources are provided.
  • Respect for Intellectual Property: Citations acknowledge the work of others.

Example of a Research Log Table for a Project on Cybersecurity:

Information Needed

Source

Credibility Check

How Will It Be Used?

What is phishing?

www.cybersecurity.gov

Verified government source

To define phishing in the project introduction.

Cyberattack statistics

BBC News, 2022

Reliable, well-known news agency

To provide recent data on cybersecurity threats.

Image of a firewall

Unsplash (CC License)

Free-to-use, properly credited

To visually illustrate network security.

Conclusion

Effective research and proper citation are critical skills in digital content creation. Whether working on a webpage, infographic, or report, students must ensure their work is based on reliable and accurately referenced information. Avoiding plagiarism and giving credit to original sources are fundamental to ethical computing.

By mastering these skills, students become responsible digital citizens and develop strong information literacy—a vital skill in academics, business, and daily life.