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

Computer networks rely on a variety of hardware devices to enable smooth communication between connected systems. Each device has a specific role in ensuring that data is transmitted quickly, securely, and efficiently across different networks. Understanding these key components is essential to grasp how modern networking works, whether at home, in schools, or in large business environments.

4.5.1 Router: Directing Traffic Between Networks

A router is one of the most critical components in a network. Its primary function is to direct data traffic between different networks, ensuring that information reaches its correct destination.

Functions of a Router

  1. Connecting Local Networks to the Internet
    • A router serves as a bridge between a Local Area Network (LAN) (e.g., home Wi-Fi) and a Wide Area Network (WAN) (e.g., the internet).
    • When a device in a home network requests a webpage, the router sends the request to the ISP (Internet Service Provider) and retrieves the data.
  2. Assigning IP Addresses
    • Routers use Dynamic Host Configuration Protocol (DHCP) to assign unique IP addresses to devices within a local network.
    • This ensures that multiple devices can connect to the internet without conflicts.
  3. Security and Firewall Protection
    • Many modern routers include firewall features that filter incoming and outgoing data to block unauthorized access.
    • They also support Network Address Translation (NAT), which helps hide private IP addresses from external threats.
  4. Routing Packets Efficiently
    • Routers examine the destination IP address of each data packet and determine the best path for it to travel.
    • They use routing tables to find the most efficient route, reducing congestion and improving performance.

Examples of Routers in Daily Life

  • Home Routers: The Wi-Fi routers used in homes to connect multiple devices to the internet.
  • Enterprise Routers: High-performance routers used in businesses and data centers to manage large amounts of traffic.

4.5.2 Switch: Managing Data Flow Within a Network

A network switch is responsible for directing data within a Local Area Network (LAN). Unlike a router, which connects networks, a switch connects devices within a single network to ensure fast and efficient communication.

Functions of a Switch

  1. Data Forwarding Based on MAC Addresses
    • Unlike routers, which use IP addresses, switches use MAC (Media Access Control) addresses to identify devices.
    • When a switch receives data, it determines which device needs it and sends the data directly, rather than broadcasting it to all devices.
  2. Reducing Network Congestion
    • By sending data only to the intended recipient, switches improve network speed and reduce unnecessary data traffic.
    • In contrast, hubs (which are now mostly obsolete) send data to all devices, leading to inefficiencies.
  3. Creating Multiple Communication Paths
    • In large networks, multiple switches can be used to create pathways between devices, allowing simultaneous data transfers without interference.

Examples of Switch Usage

  • School Computer Labs: A switch connects all computers to allow file sharing and internet access.
  • Office Networks: Used in businesses to connect computers, printers, and servers efficiently.

Types of Switches

  • Unmanaged Switches: Simple plug-and-play devices used in small networks.
  • Managed Switches: Advanced switches that allow administrators to monitor and control network traffic.

4.5.3 Server: The Central Storage and Processing Hub

A server is a powerful computer designed to manage network resources and provide services to client devices (such as laptops, desktops, and smartphones).

Functions of a Server

  1. Storing and Managing Data
    • Servers host files, databases, and applications, ensuring data is accessible to users on a network.
  2. Handling Multiple Requests Simultaneously
    • A server can respond to thousands (or even millions) of requests at the same time.
    • Example: A web server handling requests from users trying to access a website.
  3. Providing Security and Authentication
    • Many servers use login authentication to ensure that only authorized users can access sensitive data.
    • Servers also enforce encryption and data protection policies to prevent cyber threats.

Types of Servers

Different types of servers perform specific functions:

  • Web Servers: Store and serve websites. Example: Google’s web servers host Google.com.
  • File Servers: Store and manage shared documents for organizations. Example: A school’s file server storing student records.
  • Database Servers: Manage large datasets and process queries. Example: A banking system storing customer transaction records.
  • Game Servers: Host multiplayer online games, ensuring a smooth gaming experience. Example: Minecraft servers allowing players to connect and play.

Examples of Servers in Use

  • Cloud Storage (Google Drive, Dropbox): Store files on remote servers for easy access.
  • Email Servers (Gmail, Outlook): Manage the sending and receiving of emails.

4.5.4 Modem: Converting Signals for Internet Access

A modem (modulator-demodulator) is a device that allows a computer to connect to the internet by converting signals between digital and analog formats.

Functions of a Modem

  1. Converting Digital Data to Analog Signals
    • Internet data is digital, but traditional telephone lines use analog signals.
    • A modem converts digital data from a computer into analog signals that can travel over telephone lines.
  2. Converting Analog Signals Back to Digital
    • When data reaches its destination, another modem converts it back to digital so the receiving device can understand it.
  3. Providing Internet Connectivity
    • The modem acts as a gateway between a home or office network and the ISP.
    • It is often combined with a router in modern devices, known as modem-routers.

Types of Modems

  • DSL Modems: Used for internet access via telephone lines.
  • Cable Modems: Used for broadband internet over cable TV lines.
  • Fiber Optic Modems: Used for high-speed fiber-optic connections (e.g., Unifi in Malaysia).

Example of Modems in Daily Life

  • A home modem connects a family’s computers, smartphones, and smart devices to the internet.
  • An office modem provides internet access for employees to communicate and work online.

4.5.5 Comparing Network Devices

Device

Primary Function

Works Within LAN or WAN?

Key Role

Router

Directs data between networks

Both (LAN & WAN)

Connects home or business networks to the internet

Switch

Directs data within a network

LAN

Improves speed and efficiency of local networks

Server

Stores and processes data for clients

LAN & WAN

Hosts websites, files, applications, and databases

Modem

Converts signals for internet access

WAN

Connects to the ISP and provides internet connectivity

4.5.6 Summary of Key Concepts

  • A router connects networks and directs internet traffic between devices.
  • A switch manages data flow within a network by forwarding information to the correct device.
  • A server stores and manages data, providing resources such as websites, files, or emails.
  • A modem allows digital devices to connect to the internet by converting signals between digital and analog formats.

These network components work together to create efficient, high-speed communication across the internet and local networks.

Next Chapter Preview

Now that we have covered the essential network components, the next section (4.6: Network Types and Structures) will explain different types of networks, such as LAN (Local Area Network), WAN (Wide Area Network), and PAN (Personal Area Network), and how they function in various settings.