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

3.1.1 Introduction to Numeral Systems

In our everyday lives, we use the decimal system—a numeral system based on ten digits (0 through 9)—to count, measure, and perform calculations. However, computers do not work with the decimal system. Instead, they use the binary system, which is based on only two digits: 0 and 1. This fundamental difference is at the core of how digital devices store and process all forms of data.

3.1.2 What Is Binary?

  • Definition:
    Binary is a numeral system that uses just two digits, 0 and 1, to represent all values. It is known as a base-2 system because each digit in a binary number represents a power of 2.
  • How It Works:
    Each digit in a binary number is called a bit, which stands for “binary digit.” Just as in the decimal system each digit has a place value (ones, tens, hundreds, etc.), in binary each bit represents a value based on powers of 2:
    • The rightmost bit represents 202^020 (which equals 1),
    • The next bit to the left represents 212^121 (which equals 2),
    • Then 222^222 (which equals 4), and so on.

For example, the binary number 1101 is calculated as:

  • 1×23=81 times 2^3 = 81×23=8
  • 1×22=41 times 2^2 = 41×22=4
  • 0×21=00 times 2^1 = 00×21=0
  • 1×20=11 times 2^0 = 11×20=1 Adding these together, 8+4+0+1=138 + 4 + 0 + 1 = 138+4+0+1=13 in decimal.

3.1.3 Bits and Bytes: The Building Blocks of Digital Data

  • Bit:
    The bit is the most basic unit of information in computing. Each bit can hold one of two values: 0 or 1. Think of a bit as a tiny switch that can either be off (0) or on (1).
  • Byte:
    A byte consists of 8 bits. Grouping bits into bytes makes it possible to represent a much larger range of values. For example, one byte can represent 256 different values (from 0 to 255). This range is sufficient for encoding characters in many text encoding systems.
    Example:
    In the ASCII standard, the letter ‘A’ is represented by the decimal number 65, which in binary is 01000001 (8 bits).
  • Importance:
    Every piece of digital information—whether text, images, or sound—is stored as a series of bits. Understanding bits and bytes is essential because they form the fundamental language in which all computer data is written.

3.1.4 Why Computers Use Binary

  • Digital Nature of Electronics:
    Computers are built with electronic circuits that have two clear states: “on” (high voltage) and “off” (low voltage). These two states align perfectly with the binary digits 1 and 0. This makes binary an ideal system for representing data because it minimizes ambiguity.
  • Reliability and Simplicity:
    Using only two states simplifies the design of electronic components. With only 0 and 1 to manage, circuits can operate with greater reliability, and errors in data processing are minimized. The simplicity of binary logic also means that computer systems can be more robust and easier to design at a fundamental level.
  • Efficiency in Computation:
    Binary arithmetic and logic operations are simpler and faster for computers to perform. Because binary is a base-2 system, operations such as addition, subtraction, and logical comparisons can be executed quickly with minimal circuitry.

3.1.5 Real-World Analogies to Understand Binary

  • Light Switch Analogy:
    Imagine a simple light switch in your home. The switch has only two positions:
    • On: Corresponds to the binary digit 1.
    • Off: Corresponds to the binary digit 0.
      Just as a light switch can only be either on or off, a bit in a computer can only hold one of these two values.
  • Row of Switches:
    Visualize a row of 8 light switches. Each switch can be independently turned on or off, creating many different combinations. With 8 switches (which represent one byte), you can create 28=2562^8 = 25628=256 unique patterns. Each pattern can be used to represent different types of information, such as a character in a text file.
  • Puzzle Pieces:
    Think of each bit as a tiny puzzle piece that, when combined with others, forms a complete picture. A single bit might not mean much on its own, but when eight bits come together to form a byte, they can represent something significant like a letter, number, or part of an image.

3.1.6 Detailed Example: Converting Binary to Decimal

Let’s walk through the conversion of a binary number step by step.

  • Binary Number Example: 1011
    • Write down the place values for each bit from right to left:
      • Rightmost bit (1) → 20=12^0 = 120=1
      • Next bit (1) → 21=22^1 = 221=2
      • Next bit (0) → 22=42^2 = 422=4
      • Leftmost bit (1) → 23=82^3 = 823=8
    • Multiply each binary digit by its corresponding power of 2:
      • 1×8=81 times 8 = 81×8=8
      • 0×4=00 times 4 = 00×4=0
      • 1×2=21 times 2 = 21×2=2
      • 1×1=11 times 1 = 11×1=1
    • Sum the results:
      8+0+2+1=118 + 0 + 2 + 1 = 118+0+2+1=11 in decimal.

This step-by-step method shows how binary represents numbers in a way that can be easily understood with practice.

3.1.7 Historical and Practical Significance of Binary

  • Historical Context:
    The binary system was first conceptualized by ancient mathematicians and later formalized in modern times. It became the foundation of digital computing through the work of pioneers such as George Boole, whose Boolean algebra laid the groundwork for binary logic used in electronic circuits.
  • Practical Applications:
    Every aspect of modern computing relies on binary data. Whether you are sending a text message, browsing the internet, or watching a video, your device is processing millions of binary digits every second. This ubiquity makes a strong understanding of binary essential for anyone interested in computer science.
  • Why It Matters for You:
    As you learn more about programming, data representation, and even how networks function, you will continually see binary underlying these processes. Mastery of binary concepts now will provide a solid foundation for advanced topics in later years, such as text encoding, digital images, and even sound sampling.

3.1.8 Recap and Key Takeaways

  • Binary is a base-2 numeral system using only 0 and 1, which aligns perfectly with the on/off nature of digital electronics.
  • Bits and Bytes:
    • A bit is the smallest unit of data.
    • A byte is a group of 8 bits and can represent 256 different values.
  • Why Binary Works:
    • The simplicity and reliability of using only two states (on/off) make binary ideal for computers.
  • Real-World Analogies:
    • Think of binary as a series of light switches or puzzle pieces that come together to form complete and meaningful information.
  • Conversion Process:
    • Binary numbers are converted to decimal by multiplying each bit by its corresponding power of 2 and summing the results.
  • Historical Importance:
    • The binary system has been critical in the development of digital computing, influencing everything from early calculators to modern smartphones.

This comprehensive material for Chapter 3.1: Binary System Basics is designed to ensure that Year 7 students gain a deep and thorough understanding of binary concepts. With detailed explanations, multiple real-world analogies, and step-by-step examples, students will build a strong foundation in binary that will support their future learning in data representation, programming, and beyond.