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

2.1.1 Introduction to Computer Architecture

Computer architecture refers to the overall design and organization of a computer’s hardware components. It is like the blueprint of a building, outlining how all the parts fit together and interact to perform tasks. In this chapter, we explore the main components inside a computer, learn about their roles, and understand how they communicate with each other. The aim is to provide you with a clear picture of what makes a computer work, without overwhelming technical details.

2.1.2 Understanding Computer Architecture

  • Definition:
    Computer architecture is the structured layout and design of a computer system. It defines how the various parts of the computer are arranged and how they function together. This includes both the physical components (hardware) and the methods they use to work with software.
  • The Role of Architecture:
    Just as a well-designed building has rooms and corridors that serve different purposes, a well-designed computer system has specialized components. Each component is like a room that has a unique function—some store information, some process data, and others control how information flows through the system.
  • Communication Between Components:
    The components in a computer communicate through channels known as data buses and control signals. A data bus is a set of wires or connections that transfer data between parts of the computer. Control signals are like instructions that tell each component when to start or stop working. Although the inner workings of these signals are complex, you can think of them as the traffic lights that manage the flow of information, ensuring that data moves smoothly from one part to another.

2.1.3 Key Internal Components of a Computer

The Central Processing Unit (CPU)
  • Role as the “Brain”:
    The CPU is often referred to as the brain of the computer. It is responsible for executing instructions, performing calculations, and managing the overall operation of the computer. Every command you give—whether through software or by interacting with an application—ultimately goes to the CPU for processing.
  • How It Works:
    The CPU performs a continuous cycle of fetching instructions from memory, decoding these instructions to understand what action is required, and then executing the instructions. This is known as the fetch–decode–execute cycle.
  • Simple Analogy:
    Imagine the CPU as a chef in a kitchen who follows a recipe (the program). The chef reads each step (fetch), understands what ingredient or action is needed (decode), and then carries out the step (execute).
Memory (RAM)
  • Purpose and Function:
    RAM (Random Access Memory) is a type of temporary storage used by the computer to hold data and instructions that are actively being used. It is fast but volatile, meaning that all the information stored in RAM is lost when the computer is turned off.
  • Contrast with Permanent Storage:
    Unlike RAM, permanent storage (such as HDDs or SSDs) retains data even when the computer is powered down. While RAM is used for immediate, short-term tasks, permanent storage holds your files, documents, and applications over the long term.
  • Analogy:
    Think of RAM as a desktop workspace where you place items you’re currently working on, while permanent storage is like a filing cabinet where you keep your important documents.
Storage Devices (HDD/SSD)
  • HDD (Hard Disk Drive):
    HDDs store data on spinning magnetic disks. They offer large storage capacity at a lower cost but are slower than solid-state drives.
  • SSD (Solid State Drive):
    SSDs use flash memory to store data, resulting in faster data access and better durability since they have no moving parts. However, they are typically more expensive than HDDs.
  • Comparing HDD and SSD:
    The choice between HDD and SSD involves balancing speed, durability, and cost. In modern computers, SSDs are favored for their speed and reliability, while HDDs may still be used for large-scale storage where speed is less critical.
  • Real-World Example:
    When you boot up your computer, an SSD allows your system to start quickly, whereas an HDD might make the process noticeably slower.
The Motherboard
  • Central Hub of the System:
    The motherboard is the main circuit board that connects all the components of a computer. It allows the CPU, memory, storage devices, and peripheral devices to communicate with each other.
  • Key Features:
    • Chipset: A group of integrated circuits on the motherboard that helps control data flow between the CPU and other components.
    • Expansion Slots: Allow additional hardware (such as graphics cards or extra memory) to be added, enhancing the computer’s capabilities.
  • Analogy:
    Think of the motherboard as a city’s central subway system that connects different neighborhoods (components) together, allowing for efficient transportation (data transfer) throughout the city (computer).

2.1.4 Importance of System Balance

  • Cooperative Functioning:
    A computer works best when all its components are balanced in performance and capacity. For example, a very fast CPU paired with very little RAM can create a bottleneck, where the CPU has to wait for data to be loaded from memory.
  • Avoiding Bottlenecks:
    Just as a high-speed sports car would be limited by a narrow, congested road, a powerful CPU needs sufficient memory and fast storage to operate at its best. All parts must work together harmoniously to achieve optimal performance.
  • Real-World Analogy:
    Consider a kitchen: even if you have state-of-the-art appliances (like a high-end oven or stove), if your workspace is too cramped or if there aren’t enough storage units for ingredients, your efficiency in preparing a meal will be compromised. In a computer, the balance between CPU speed, RAM, storage, and motherboard capacity ensures smooth, efficient operation.

2.1.5 Summary of Key Concepts

  • Computer Architecture:
    The structured design that organizes and connects the internal components of a computer.
  • Communication:
    Data buses and control signals act like traffic systems, ensuring information flows efficiently between components.
  • Core Components:
    • CPU: The “brain” that processes instructions using the fetch–decode–execute cycle.
    • RAM: The fast, temporary memory where active data is stored.
    • Storage Devices: Permanent memory devices (HDDs/SSDs) that retain information even when the computer is off.
    • Motherboard: The central platform that connects all components, allowing for seamless communication and expansion.
  • System Balance:
    The need for all components to work in harmony to prevent bottlenecks and ensure efficient performance.

This detailed material on Basic Architecture of a Computer System gives you a clear understanding of the essential internal components, their functions, and how they work together. It lays a strong foundation for the more advanced topics in later chapters and prepares you for exploring deeper computing concepts in future years.