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

3.4.1 How Images are Represented in a Computer

In the world of digital computing, images are not stored as photographs or drawings like in the physical world. Instead, they are broken down into tiny units called pixels (short for “picture elements”). Every image you see on a computer screen, from a simple black-and-white icon to a high-resolution photograph, is made up of thousands or even millions of pixels arranged in a grid.

What is a Pixel?

  • A pixel is the smallest unit of a digital image. Each pixel contains color information that contributes to the overall appearance of an image.
  • If you zoom in very closely on a digital picture, you will see that it is made up of tiny squares of different colors—these are the pixels.
  • The more pixels an image has, the higher the resolution, which means better image quality.

Example of Pixels in an Image

Think of an image as a mosaic made up of tiny tiles. Each tile represents a pixel, and when viewed from far away, the combination of all these pixels forms a complete image.

If you were to look at an 8×8 pixel grid:

⬜⬜⬜⬛⬛⬜⬜⬜

⬜⬜⬛⬛⬛⬛⬜⬜

⬜⬛⬛⬛⬛⬛⬛⬜

⬜⬛⬛⬛⬛⬛⬛⬜

⬜⬜⬛⬛⬛⬛⬜⬜

⬜⬜⬜⬛⬛⬜⬜⬜

 

Each block represents a single pixel, and together they create a pattern, just like pixels form an image.

3.4.2 Color Representation in Pixels (Binary and RGB Model)

Since computers can only process data in binary (0s and 1s), they need a way to store color information using numbers. Each pixel’s color is stored as a binary value, which determines how it will appear on the screen.

How Does a Computer Store Pixel Colors?

  • Computers use different methods to store colors, but one of the most common systems is the RGB (Red, Green, Blue) model.
  • The RGB model mixes three primary colors—Red, Green, and Blue—to create millions of different colors.
  • Each color channel (R, G, and B) is stored as a binary number, typically using 8 bits per channel.

Color Depth (8-bit vs. 24-bit Representation)

  • 8-bit Color:
    • A pixel in 8-bit color can store only 256 different colors.
    • Each color is represented by a single binary value.
    • Example: Black = 00000000, White = 11111111.
  • 24-bit Color (True Color):
    • A pixel in 24-bit color has 8 bits for Red, 8 bits for Green, and 8 bits for Blue (totaling 24 bits).
    • This allows for 16.7 million different colors.
    • Example: Pure Red = (255, 0, 0) → 11111111 00000000 00000000.

Color

Decimal (RGB)

Binary Representation (24-bit)

Black

(0,0,0)

00000000 00000000 00000000

White

(255,255,255)

11111111 11111111 11111111

Red

(255,0,0)

11111111 00000000 00000000

Green

(0,255,0)

00000000 11111111 00000000

Blue

(0,0,255)

00000000 00000000 11111111

Yellow

(255,255,0)

11111111 11111111 00000000

This binary color representation helps computers accurately store and display images.

3.4.3 Image Resolution and Pixel Density

The resolution of an image refers to the number of pixels used to display the image. It is measured in width × height (in pixels).

Common Image Resolutions

Resolution

Pixel Count

640 × 480

307,200 pixels

1280 × 720 (HD)

921,600 pixels

1920 × 1080 (Full HD)

2,073,600 pixels

3840 × 2160 (4K)

8,294,400 pixels

The higher the resolution, the sharper the image, but it also requires more storage space.

Pixel Density (PPI – Pixels Per Inch)

  • The pixel density of an image determines how sharp it appears on a screen.
  • It is measured in PPI (Pixels Per Inch).
  • Higher PPI = clearer, more detailed image.

Real-World Example: Comparing Low vs. High Resolution

  • A low-resolution image (e.g., 100×100 pixels) will appear blurry and pixelated when enlarged.
  • A high-resolution image (e.g., 1920×1080 pixels) will remain sharp even when enlarged.

3.4.4 Binary Representation of a Simple Image

Since images are stored as pixels with colors in binary form, we can represent a simple black-and-white image using 1s and 0s.

For example, let’s represent a small 5×5 black-and-white image:

1 1 1 1 1

1 0 0 0 1

1 0 1 0 1

1 0 0 0 1

1 1 1 1 1

 

  • 1 represents a black pixel.
  • 0 represents a white pixel.

Each pixel in this image can be stored as a single binary value (1-bit per pixel). This is how monochrome (black & white) images are stored efficiently.

For a grayscale image, each pixel can have a range of values from 00000000 (black) to 11111111 (white), allowing for shades of gray.

3.4.5 Lossy vs. Lossless Image Compression

Since images can take up a lot of storage space, computers use compression techniques to reduce file size.

Lossy Compression

  • Removes some image details to reduce file size.
  • Common format: JPEG (.jpg)
  • Example: Reducing a 5MB image to 1MB by simplifying colors and removing unnecessary data.
  • Downside: Image quality is slightly reduced.

Lossless Compression

  • Stores all original image data without losing quality.
  • Common formats: PNG, BMP
  • Example: A PNG file retains the exact color of every pixel, making it ideal for professional use.

3.4.6 Real-World Applications of Digital Images

  • Digital Photography: High-resolution images captured by smartphones or cameras use pixels and binary data.
  • Medical Imaging (X-rays, MRI scans): Digital images help in accurate diagnosis.
  • Computer Graphics and Gaming: High-resolution textures improve visual effects in games and movies.
  • Facial Recognition & AI: Pixel patterns help AI identify and verify faces in security systems.
  • Social Media & Online Streaming: Platforms like Instagram, YouTube, and TikTok rely on efficient image and video encoding.

3.4.7 Key Takeaways

  • Pixels are the smallest unit of an image, stored as binary data.
  • RGB color model is used in most digital images, with 24-bit color depth allowing for 16.7 million colors.
  • Resolution (width × height) determines the sharpness of an image, while PPI affects display quality.
  • Binary representation of images allows computers to store and process pictures efficiently.
  • Compression techniques (lossy vs. lossless) help reduce file sizes while maintaining acceptable quality.

Final Thought

Now that we understand how images are represented, stored, and displayed on computers, we can explore more advanced topics such as how images are transmitted over the Internet (Chapter 4) and how different multimedia formats use encoding techniques (Year 8 and Year 9).

This knowledge also forms the basis for image processing in AI, digital art, and computer graphics, which students may encounter in the future.