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

3.3.1 Introduction to Text Encoding

In the digital world, everything a computer processes is represented in numbers—even the text you read on your screen. Text encoding is the process of converting characters (letters, numbers, symbols) into numerical values that a computer can store and manipulate. This conversion is essential because computers operate using binary code, a language made entirely of 0s and 1s. Without text encoding, digital devices wouldn’t be able to display written content or allow us to communicate effectively.

  • Why Text Encoding?
    • Bridging the Gap: It serves as a bridge between human language and machine language.
    • Consistency: It ensures that the same text is displayed correctly on any device, regardless of hardware or software differences.
    • Efficiency: Encoded text can be stored compactly and transmitted quickly over networks.
    • Interoperability: Different systems can exchange and correctly interpret text when they use a common encoding standard.

3.3.2 The ASCII Standard

ASCII (American Standard Code for Information Interchange) is one of the earliest and most widely recognized text encoding standards. Developed in the early days of computing, ASCII assigns a unique numeric code to each character used in English and some control characters.

  • How ASCII Works:
    • 7-Bit Encoding: ASCII uses 7 bits to represent each character, allowing for 128 unique codes (from 0 to 127). Many modern systems extend ASCII to 8 bits (one byte) to allow 256 codes, but the core set remains 128.
    • Character Mapping:
      • Uppercase Letters: For instance, the letter ‘A’ is mapped to the decimal number 65, while ‘B’ is 66.
      • Lowercase Letters: Similarly, ‘a’ is mapped to 97, and ‘b’ is 98.
      • Numbers and Punctuation: The digit ‘0’ is represented by 48, ‘1’ by 49, and so forth; punctuation marks such as the space (32) and the exclamation point (33) are also assigned specific codes.
    • Example:
      • The word “Hello” in ASCII might be encoded as:
        • H = 72
        • e = 101
        • l = 108
        • l = 108
        • o = 111
      • When converted into binary, each of these numbers becomes an 8-bit value (e.g., 72 is 01001000).
  • Historical Context and Impact:
    ASCII was developed in the 1960s and became a foundational standard for text encoding. It played a critical role in early computer communications, helping to standardize data exchange between different machines and systems. Even today, the first 128 Unicode code points are identical to ASCII, ensuring backward compatibility.
  • Limitations of ASCII:
    • Language Restrictions: ASCII was designed primarily for English, which means it lacks characters from other languages, special symbols, and emojis that are now widely used.
    • Limited Range: With only 128 (or 256 in extended form) possible characters, ASCII cannot cover the vast array of symbols needed for global communication.

3.3.3 The Evolution to Unicode

To overcome the limitations of ASCII, the Unicode standard was developed. Unicode is a comprehensive text encoding system that aims to include every character from all writing systems in the world.

  • What is Unicode?
    • Unicode assigns a unique code point (a numerical value) to every character, regardless of the language or symbol.
    • Unlike ASCII’s 7-bit design, Unicode can represent over 1,000,000 characters. It encompasses scripts for dozens of languages, as well as symbols, emojis, and historical scripts.
  • Unicode Encodings:
    • UTF-8:
      • The most common encoding for the web.
      • It uses one to four bytes for each character, ensuring efficiency for texts that are primarily in English while still supporting all other languages.
    • UTF-16 and UTF-32:
      • These encodings use fixed-length representations (UTF-16 usually uses 2 bytes for many common characters and UTF-32 uses 4 bytes for every character), which can be simpler in some programming contexts.
  • Practical Relevance:
    • Global Communication:
      • Unicode makes it possible for people all over the world to write and read content in their native scripts on the same device.
    • Interoperability:
      • Modern software and web browsers use Unicode, ensuring that text appears consistently across different devices and platforms.
    • Example:
      • When you see text in Mandarin, Arabic, or Cyrillic on a website alongside English text, it is Unicode that makes it possible for all these characters to be represented correctly.

3.3.4 Importance and Applications of Text Encoding

  • Accurate Text Display:
    • Without proper text encoding, the characters you type could appear as unreadable symbols or “garbled” text on your screen.
  • Data Exchange:
    • Text encoding allows computers to exchange data over networks seamlessly. When you send an email, the text is encoded into numbers, transmitted over the internet, and then decoded by the recipient’s device.
  • Software Development:
    • Developers must consider text encoding to ensure that their applications handle various languages and special characters correctly. This is crucial for websites, mobile apps, and any software that interacts with users.
  • Real-World Impact:
    • With a standardized encoding like Unicode, businesses and organizations can create multilingual websites, digital documents, and software that cater to a global audience.

3.3.5 Detailed Example: Converting a Character to its ASCII Code

Let’s explore how a character is encoded in ASCII:

  • Example Character: ‘C’
    • Step 1: Find its ASCII value.
      • ‘C’ is assigned the decimal value 67 in the ASCII table.
    • Step 2: Convert 67 into binary.
      • The binary equivalent of 67 is 01000011 (8-bit representation).
    • Interpretation:
      • Each of the 8 bits represents part of the number 67, ensuring that the computer can store and later retrieve the character ‘C’ accurately.

3.3.6 Detailed Example: Unicode in Action

Consider a scenario where a website displays text in multiple languages:

  • Mixed Language Example:
    • The website includes English, Chinese, and Arabic text.
    • Each character in these languages is assigned a unique Unicode code point.
    • For instance:
      • The English letter ‘A’ has the same code point as in ASCII: U+0041.
      • A common Chinese character like “你” might have a code point such as U+4F60.
      • An Arabic letter like “م” could be represented as U+0645.
  • Encoding Process:
    • When the website loads, the browser reads these code points and uses the appropriate fonts to render the characters.
    • This process ensures that all characters appear correctly, regardless of the language, demonstrating the power and universality of Unicode.

3.3.7 The Broader Impact of Text Encoding Standards

  • Historical Development:
    • The evolution from ASCII to Unicode reflects the growth of digital technology from its early days to a modern, interconnected world.
  • Cultural and Economic Significance:
    • Unicode plays a vital role in enabling global commerce, international communication, and cultural exchange by ensuring that digital content can be shared without language barriers.
  • Practical Considerations for Students:
    • Understanding text encoding helps demystify the “magic” behind computers. When you type a message or see a webpage, the text has been converted into a series of numbers and then back into characters that you can read.
    • This concept is fundamental to many areas of computer science, including programming, data representation, and network communications.

3.3.8 Recap and Key Takeaways

  • Text Encoding Purpose:
    • Converts human-readable text into numerical codes that computers can store and process.
  • ASCII Overview:
    • An early, 7-bit standard that assigns numeric codes to English characters, digits, and symbols.
    • Example: ‘A’ is 65, ‘a’ is 97.
  • Unicode Overview:
    • A comprehensive system that extends ASCII to cover thousands of characters from multiple languages.
    • Supports global communication and ensures text consistency across platforms.
  • Practical Importance:
    • Ensures that text displays correctly in digital devices.
    • Facilitates data exchange and is a cornerstone of modern software development.
  • Examples and Conversions:
    • Detailed conversion examples from character to ASCII code and binary demonstrate how encoding works in practice.

This extensive and detailed content for Chapter 3.3: Text Encoding – ASCII and Unicode provides Year 7 students with a deep understanding of how text is converted into a language that computers can process. It covers historical context, detailed examples, and real-world applications, ensuring that every student gains a robust foundation in text encoding that will support further studies in computer science.